i

Cover Page

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS, AND EDUCATIONAL

SCIENCES SCHOOL OF LANGUAGES AND LINGUISTICS

EDUCATIONAL PROJECT PRIOR TO OBTAINING THE DEGREE IN

SCIENCES OF EDUCATION MENTION IN ENGLISH LANGUAGE AND
LINGUISTICS

TOPIC:

THE USAGE OF AUDIOVISUAL MEDIA TO IMPROVE THE LISTENING

SKILL FOR EFL STUDENTS

PROPOSAL:

DESIGN A DIDACTIC GUIDE OF AUDIOVISUAL ACTIVITIES FOR THE

IMPROVEMENT OF THE LISTENING SKILL THROUGH VOCABULARY

AUTHORS:

CAMPOS RUGEL JOHNNY JOEL

PEÑAHERRERA TERAN NELLY DAYANNE

ADVISOR

MSC. ENCALADA HUAYAMAVE JORGE

GUAYAQUIL – ECUADOR

2023 – 2024
 ii

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS, AND EDUCATIONAL

SCIENCES SCHOOL OF LANGUAGES AND LINGUISTICS

Authorities

____________________________ ____________________________

MSc. José Albán Sánchez MSc. Pedro Rizzo Bajaña

DEAN SUB-DEAN

____________________________ ____________________________

MSc. Sara Anaguano Pérez MSc. Julissa García Ruiz

DIRECTOR SECRETARY
 iii

Acknowledgements

At this important moment in my life, I wish to express my heartfelt

appreciation to God for allowing me to get to where I am today. I would love to
express my sincere appreciation to my great friends, Luis Hago, Allison Morales,
Helen Angulo, and Gabriela Luna, for being unfailing pillars of support during this
adventure. Your words of encouragement, compassion, and understanding have
been a never-ending source of drive and resilience for me. Furthermore, I am
grateful to my parents for their constant support throughout my life. Their infinite
love, support, and self-sacrifice have established the groundwork for my personal
and professional development. I would additionally like to show my gratitude to
everyone who has come across my path at this time in my life and those who have
helped make this project a reality.

Nelly Dayanne Peñaherrera Teran

From the deepest depths of my soul, I want to express my gratitude first and
foremost to God, who kept giving me enough strength to keep fighting and not give
up in the process. Second, to my parents, the main influences for me to keep
achieving goals and not get stuck in life. I also want to express my gratitude to my
friends Daimara Caicedo, Nathaly Cruz and my project partner, Dayanne for being
present during this journey of life and giving me their sincere friendship for all the
time they were by my side and let me know that there are still good friendships in
the world. I thank our tutor Jorge Encalada for always giving us the best knowledge
during the elaboration of this work. Finally, I thank the other people who came
across a moment in my life and shared their knowledge with me to be a better person
in the future.

Johnny Joel Campos Rugel

 iv

Dedication

I dedicate this thesis to my dear parents, who have been my biggest source
of encouragement and unfailing support during this journey of learning. Your
kindness, patience, and sound advice have served as a map to lead me every step of
the way. Without your solid backing, I would not have been able to be where I am.
Additionally, I want to dedicate this work to my great friends Edinson and Emily,
whose presence has made this journey one to remember. Through shared laughter,
study evenings, and friendship moments, you have been my circle of support during
difficult days, enjoying each victory and achievement with me.

Nelly Dayanne Peñaherrera Teran

This work is dedicated to me, Johnny Campos. The road up to here was full
of difficulties and challenges that I was able to overcome with all my possible effort
and thanks to that I have been able to reach this goal that at the beginning I saw
impossible to achieve. Second, I dedicate this project to the only person who despite
having hurt her in the past was by my side giving me unconditional support when
the dark days came into my life, beloved Maite thank you for everything. Finally, I
dedicate this work to the artist who with his songs always accompany me and keep
my soul alive, Martin Garrix and I also dedicate all this to my two pets, Lili and
Bruno who despite not saying a single word express with a look the real love that
every human being seeks.

Johnny Joel Campos Rugel

 v

ANEXO X.- FICHA DE REGISTRO DE TRABAJO DE TITULACIÓN

Repository
(ESPAÑOL)

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGIA

FICHA DE REGISTRO DE TRABAJO DE INTEGRACIÓN CURRICULAR
TÍTULO Y SUBTÍTULO: TÍTULO: EL USO DE MEDIOS AUDIOVISUALES PARA MEJORAR LA COMPETENCIA
AUDITIVA DE LOS ESTUDIANTES DE INGLES COMO LENGUA EXTRANJERA.
PROPUESTA: DISEÑAR UNA GUÍA DIDÁCTICA DE ACTIVIDADES AUDIOVISUALES
PARA LA MEJORA DE LA DESTREZA AUDITIVA A TRAVÉS DEL VOCABULARIO.
AUTOR(ES): Campos Rugel Johnny Joel
Peñaherrera Teran Nelly Dayanne
TUTOR: MSc. Encalada Huayamave Jorge Washington
REVISOR:
INSTITUCIÓN: Universidad de Guayaquil
FACULTAD: Facultad de Filosofía Letras y Ciencias de la Educación
MAESTRIA/ESPECIALIDAD: Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
GRADO OBTENIDO: LICENCIATURA EN PEDAGOGÍA DEL IDIOMA INGLÉS
FECHA DE PUBLICACION: Año: 2023 NO. DE PAGINAS: Total de páginas de
numeración, no se toma en cuenta los
romanos ni anexos
ÁREAS TEMÁTICAS: Educación – Enseñanza del Idioma Ingles
PALABRAS CLAVE: material audiovisual, comprensión auditiva, videos, inglés como lengua
extranjera.
RESUMEN: Este proyecto educativo propone cómo mejorar el desarrollo de la competencia auditiva de los
estudiantes de décimo año de educación general básica en la escuela fiscal Héroes de Tarqui mediante el uso
de material audiovisual. En el desarrollo del proyecto se logró observar el carente uso de los materiales como
videos, filmes, clips etc. Durante la visita realizada fue posible identificar diferentes problemas como lo son, el
bajo nivel de motivación intrínseca por parte de los estudiantes, muy poco vocabulario para comprender y
expresar el idioma, falta de interés del docente por aplicar nuevas estrategias didácticas y escaso apoyo de
recursos por parte de la institución educativa. Para darle solución a este problema, se ha creado para el uso
de los docentes una guía didáctica que hace primordial el uso de videos para poner en práctica y mejorar la
comprensión auditiva de los estudiantes.

ADJUNTO PDF: SI NO
X
CONTACTO CON AUTOR/ES: Teléfono: E-mail:
0980788668 joelcampos-2000@hotmail.com
0978771681 dayanneteran15@hotmail.com
CONTACTO EN LA INSTITUCIÓN: Nombre: Ing. Alexandra Delgado
Teléfono: +593-4-2294888 ext. 123
E-mail: titulacion.lenguas@ug.edu.ec
 vi

ANEXO X.- FICHA DE REGISTRO DE TRABAJO DE TITULACIÓN

(INGLÉS)
Repository

SCIENCE AND TECHNOLOGY NATIONAL REPOSITORY

THESIS REGISTRATION FORM
TITLE WORK RECORD TOPIC: THE USAGE OF AUDIOVISUAL MEDIA TO IMPROVE THE LISTENING SKILL
FORM: FOR EFL STUDENTS.
PROPOSAL: DESIGN A DIDACTIC GUIDE OF AUDIOVISUAL ACTIVITIES FOR THE
IMPROVEMENT OF THE LISTENING SKILL THROUGH VOCABULARY.
AUTORS: Campos Rugel Johnny Joel
Peñaherrera Teran Nelly Dayanne
TUTOR: MSc. Encalada Huayamave Jorge Washington
REVISOR:
INSTITUTION: University of Guayaquil
FACULTY: Faculty of Philosophy, Letters, and Educational Sciences
MASTERY/SPECIALTY: Degree in Pedagogy of National and Foreign Languages
TITLE OBTAINED: BACHELOR’S DEGREE IN ENGLISH LANGUAGE PEDAGOGY
PUBLICATION DATE: Year: 2023 NO. DE PAGINAS: Total de páginas
de numeración, no se toma en
cuenta los romanos ni anexos
THEMED AREAS: Education – English Language Teaching
KEYWORDS: audiovisual media, listening skills, videos, English as a Foreign Language.

ABSTRACT: This educational project attends to improve the fundamental general education of the Tenth
Year of General Basic Education of the Escuela Fiscal Héroes de Tarqui. To address the noted weakness in
utilizing resources like videos, films, and clips, the solution focuses on the integration of audiovisual material.
Many problems were found during project execution, including students' lack of intrinsic motivation,
teachers' disinterest to use new teaching methods, and insufficient institutional support and resources.
Additionally, students' low vocabulary made it difficult for them to understand and express themselves in
English. In order to resolve this issue, a didactic guide for teachers which emphasizes the relevant use of
videos in improving students' listening skills and practical application was created.
PDF ATTACHED: YES NO
X
CONTACT WITH Telephone: E-mail:
AUTHORS: 0980788668 joelcampos-2000@hotmail.com
0978771681 dayanneteran15@hotmail.com
CONTACT WITH Name: Ing. Alexandra Delgado
THE INSTITUTION Telephone Number: +593-4-2294888 ext. 123
E-mail: titulacion.lenguas@ug.edu.ec
 vii

Declaration of Authorship

ANEXO XI.- DECLARACIÓN DE AUTORÍA Y DE AUTORIZACIÓN DE LICENCIA

GRATUITA INTRANSFERIBLE Y NO EXCLUSIVA PARA EL USO NO COMERCIAL DE
LA OBRA CON FINES NO ACADÉMICOS

FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN

CARRERA DE PEDAGOGIA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

LICENCIA GRATUITA INTRANSFERIBLE Y NO COMERCIAL DE LA OBRA CON FINES

NO ACADÉMICOS

Nosotros, JOHNNY JOEL CAMPOS RUGEL, con C.I. No. 0951759315 y NELLY
DAYANNE PEÑAHERRERA TERAN, con C.I. No. 0956269138, certifico/amos que los
contenidos desarrollados en este trabajo de Integración Curricular, cuyo título es
“THE USAGE OF AUDIOVISUAL MEDIA TO IMPROVE THE LISTENING SKILL FOR EFL
STUDENTS.” son de mi/nuestra absoluta propiedad y responsabilidad, en
conformidad al Artículo 114 del CÓDIGO ORGÁNICO DE LA ECONOMÍA SOCIAL DE
LOS CONOCIMIENTOS, CREATIVIDAD E INNOVACIÓN*, autorizo/amos la
utilización de una licencia gratuita intransferible, para el uso no comercial de la
presente obra a favor de la Universidad de Guayaquil.

___________________________________
JOHNNY JOEL CAMPOS RUGEL
C.I. No: 0951759315

___________________________________
NELLY DAYANNE PEÑAHERRERA TERAN
C.I. No: 0956269138

*CÓDIGO ORGÁNICO DE LA ECONOMÍA SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E

INNOVACIÓN (Registro Oficial n. 899 - Dic./2016) Artículo 114.- De los titulares de derechos de obras
creadas en las instituciones de educación superior y centros educativos.- En el caso de las obras
creadas en centros educativos, universidades, escuelas politécnicas, institutos superiores técnicos,
tecnológicos, pedagógicos, de artes y los conservatorios superiores, e institutos públicos de
investigación como resultado de su actividad académica o de investigación tales como trabajos de
titulación, proyectos de investigación o innovación, artículos académicos, u otros análogos, sin
perjuicio de que pueda existir relación de dependencia, la titularidad de los derechos patrimoniales
corresponderá a los autores. Sin embargo, el establecimiento tendrá una licencia gratuita,
intransferible y no exclusiva para el uso no comercial de la obra con fines académicos.
 viii

Certificate of Similarity Percentage

 ix

Resumen

ANEXO XII.- RESUMEN DEL TRABAJO DE INTEGRACIÓN CURRICULAR (ESPAÑOL)

FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN

CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

“EL USO DE MEDIOS AUDIOVISUALES PARA MEJORAR LA COMPETENCIA AUDITIVA

DE LOS ESTUDIANTES DE INGLES COMO LENGUA EXTRANJERA”

Autores: Campos Rugel Johnny Joel & Peñaherrera Teran Nelly Dayanne

Tutor: MSc. Encalada Huayamave Jorge Washington

Resumen

Este proyecto educativo propone cómo mejorar el desarrollo de la competencia

auditiva de los estudiantes de décimo año de educación general básica en la
escuela fiscal Héroes de Tarqui mediante el uso de material audiovisual. En el
desarrollo del proyecto se logró observar el carente uso de los materiales como
videos, filmes, clips etc. Durante la visita realizada fue posible identificar
diferentes problemas como lo son, el bajo nivel de motivación intrínseca por parte
de los estudiantes, muy poco vocabulario para comprender y expresar el idioma,
falta de interés del docente por aplicar nuevas estrategias didácticas y escaso
apoyo de recursos por parte de la institución educativa. Para darle solución a este
problema, se ha creado para el uso de los docentes una guía didáctica que hace
primordial el uso de videos para poner en práctica y mejorar la comprensión
auditiva de los estudiantes.

Palabras Claves: material audiovisual, comprensión auditiva, videos, inglés como

lengua extranjera.
 x

Abstract

ANEXO XIII.- RESUMEN DEL TRABAJO DE INTEGRACIÓN CURRICULAR (INGLÉS)

FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN

CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

“THE USAGE OF AUDIOVISUAL MEDIA TO IMPROVE THE LISTENING SKILL FOR EFL
STUDENTS”

Authors: Campos Rugel Johnny Joel, Peñaherrera Teran Nelly Dayanne

Advisor: MSc. Encalada Huayamave Jorge Washington

Abstract

This educational project attends to improve the fundamental general education of

the Tenth Year of General Basic Education of the Escuela Fiscal Héroes de Tarqui.
To address the noted weakness in utilizing resources like videos, films, and clips,
the solution focuses on the integration of audiovisual material. Many problems
were found during project execution, including students' lack of intrinsic
motivation, teachers' disinterest to use new teaching methods, and insufficient
institutional support and resources. Additionally, students' low vocabulary made
it difficult for them to understand and express themselves in English. In order to
resolve this issue, a didactic guide for teachers which emphasizes the relevant use
of videos in improving students' listening skills and practical application was
created.

Keywords: audiovisual media, listening skills, videos, English as a Foreign

Language.
 xi

Table of Contents

Cover Page .........................................................................................................................i

Authorities ....................................................................................................................... ii
Acknowledgements......................................................................................................... iii
Dedication ........................................................................................................................iv
Repository .........................................................................................................................v
Repository ........................................................................................................................vi
Declaration of Authorship ............................................................................................ vii
Certificate of Similarity Percentage ............................................................................ viii
Resumen...........................................................................................................................ix
Abstract .............................................................................................................................x
Table of Contents ............................................................................................................xi
Table Index ....................................................................................................................xiv
Index of Figures.............................................................................................................. xv
Introduction ...................................................................................................................xvi
CHAPTER I .....................................................................................................................1
THE RESEARCH PROBLEM ......................................................................................1
1.1 Research Context .....................................................................................................1
1.2 Problem Statement ...................................................................................................4
1.3 Objectives ................................................................................................................4
1.3.1 General Objective ..............................................................................................4
1.3.2 Specific Objectives ............................................................................................5
1.4 Research Questions ..................................................................................................5
1.5 Justification ..............................................................................................................5
CHAPTER II ....................................................................................................................8
THEORETICAL FOUNDATIONS ...............................................................................8
2.1 Research Background...............................................................................................8
2.2 Theoretical Framework .......................................................................................... 11
2.2.1 Defining Media ............................................................................................... 11
2.2.2 Defining Audio Media .................................................................................... 12
2.2.3 Defining Visual Media .................................................................................... 12
2.2.4 Defining Audiovisual Media ........................................................................... 13
 xii

2.2.5 Types of Audiovisual Resources ..................................................................... 14

2.2.6 Audiovisual Media in the Teaching and Learning Process .............................. 18
2.2.7 The Importance of Audiovisual Media in Teaching and Learning Process ..... 19
2.2.8 Benefits of Audiovisual Media in the Language Learning Process. ................ 20
2.2.9 Defining Skills ................................................................................................ 21
2.2.10 Defining Listening......................................................................................... 22
2.2.11 Defining Listening Skills............................................................................... 23
2.2.12 Types of Listening......................................................................................... 23
2.2.13 Stages of the Listening Process ..................................................................... 25
2.2.14 The Importance of Listening Skills. .............................................................. 27
2.2.15 The Importance of Listening Skills L2 .......................................................... 28
2.2.16 Methods to Develop Listening Skill .............................................................. 28
2.2.17 Tactics to Develop Listening Skill ................................................................ 30
2.2.18 Stages of a Listening Activity ....................................................................... 31
2.2.19 Benefits of Listening Skill in the Learning Language Process ...................... 33
2.2.20 Listening Skills in CEFR ............................................................................... 34
2.2.21 Listening Skills According to English Language Curriculum in Ecuador ..... 35
2.3 Contextual Framework ........................................................................................... 38
2.4 Legal Framework ................................................................................................... 43
2.5 Table of Operationalization of Variables................................................................ 47
CHAPTER III ................................................................................................................ 48
METHODOLOGY....................................................................................................... 48
3.1 Research Approaches ............................................................................................. 48
3.1.1 Quantitative Approach .................................................................................... 48
3.1.2 Qualitative Approach ...................................................................................... 48
3.1.3 Mixed Approach.............................................................................................. 49
3.2 Types of Research .................................................................................................. 49
3.2.1 Field Research ................................................................................................. 50
3.2.2 Bibliographical Research ................................................................................ 50
3.2.3 Descriptive Research ....................................................................................... 51
3.2.4 Statistical Research ......................................................................................... 51
3.2.5 Correlational Research .................................................................................... 52
3.3 Population .............................................................................................................. 52
 xiii

3.4 Sample ................................................................................................................... 52

3.5 Data Collection Methods and Techniques .............................................................. 53
3.5.1 Data Collection Methods ................................................................................. 54
3.5.2 Data Collection Techniques ............................................................................ 55
3.6 Research Instruments ............................................................................................. 56
3.6.1 Survey Questionnaire ...................................................................................... 56
3.6.2 Interview Guide............................................................................................... 57
3.6.3 Classroom Observation Checklist ................................................................... 58
3.7 Analysis and Interpretation of Results .................................................................... 58
3.7.1 Analysis of the Classroom Observation Checklist Results .............................. 58
3.7.2 Analysis of Student Survey Results ................................................................. 60
3.7.3 Analysis of Interview to the English Teacher Results ..................................... 75
CHAPTER IV ................................................................................................................ 78
PROPOSAL ................................................................................................................. 78
4.1 Topic of the Proposal ............................................................................................. 78
4.2 Background ............................................................................................................ 78
4.3 Justification ............................................................................................................ 80
4.4 Objectives .............................................................................................................. 81
4.4.1 General Objective ............................................................................................ 81
4.4.2 Specific Objectives .......................................................................................... 81
4.5 Methodology .......................................................................................................... 82
4.6 Description of the Proposal .................................................................................... 83
4.7 Feasibility ............................................................................................................... 85
4.8 PROPOSAL ........................................................................................................... 86
CONCLUSIONS .......................................................................................................... 152
RECOMMENDATIONS ............................................................................................. 154
References ..................................................................................................................... 155
 xiv

Table Index

Table 1 .................................................................................................................. 30
Table 2 .................................................................................................................. 34
Table 3 .................................................................................................................. 35
Table 4 .................................................................................................................. 36
Table 5 .................................................................................................................. 38
Table 6 .................................................................................................................. 53
Table 7 .................................................................................................................. 60
Table 8 .................................................................................................................. 62
Table 9 .................................................................................................................. 63
Table 10 ................................................................................................................ 65
Table 11 ................................................................................................................ 66
Table 12 ................................................................................................................ 68
Table 13 ................................................................................................................ 69
Table 14 ................................................................................................................ 71
Table 15 ................................................................................................................ 72
Table 16 ................................................................................................................ 74
 xv

Index of Figures

Figure 1 ................................................................................................................ 18
Figure 2 ................................................................................................................ 40
Figure 3 ................................................................................................................ 41
Figure 4 ................................................................................................................ 42
Figure 5 ................................................................................................................ 43
Figure 6 ................................................................................................................ 61
Figure 7 ................................................................................................................ 62
Figure 8 ................................................................................................................ 64
Figure 9 ................................................................................................................ 65
Figure 10 .............................................................................................................. 67
Figure 11 .............................................................................................................. 68
Figure 12 .............................................................................................................. 70
Figure 13 .............................................................................................................. 71
Figure 14 .............................................................................................................. 73
Figure 15 .............................................................................................................. 74
 xvi

Introduction

In early 2023 in Ecuador, proficient communication plays a pivotal role in

attaining success across various domains. Among the multifaceted dimensions of

communication, listening assumes paramount significance (Ahmadi, 2016).

Nevertheless, cultivating adept listening skills can be a formidable task, particularly

when faced with intricate or unfamiliar subjects. In such circumstances, audiovisual

media proves to be an invaluable resource.

In this context, Nicolaou, Matsiola, & Kalliris (2019) stated that audiovisual

media refers to communication forms that combine audio and visual elements, such

as videos, podcasts, films, and TV shows. In recent years, using audiovisual media

for language learning has become increasingly popular due to its ability to engage

learners and provide real-life context and cultural exposure.

In language learning, listening comprehension is essential for effective

communication. It involves understanding spoken words, phrases, and sentences,

as well as the context and nonverbal cues that accompany speech (Gilakjani &

Ahmadi, 2011). Pham (2021) claimed that audiovisual media can be a powerful tool

for improving listening skills, as it provides learners with authentic language use,

natural intonation, and nonverbal cues, while also allowing them to practice

different listening strategies in a meaningful way.

Referring to Yamaguchi (2020) one of the benefits of using audiovisual

media for language learning is exposure to authentic language input. This means

learners can hear how native speakers use the language in real-life situations,
 xvii

gaining a deeper understanding of how the language reflects the culture of the target

language and how it is used in different social situations.

However, Ecuador has been located on one of the lowest levels in Latin

America, ranking position 18 of 20 (EF, 2022). According to the Common

European Framework of Reference (CEFR), students must finish the Tenth grade

of basic general education to be capable of mastering the English Language with an

A2.1 level (Ministry of Education, 2016) but this has not succeeded as expected.

Speaking in a local context, the Escuela Fiscal Héroes de Tarqui experiences a lack

of materials to develop the listening skill as well as the willingness and interest of

the teacher to implement new resources that would help to decrease the low

knowledge of the language.

The current study aims to investigate the potential benefits of incorporating

audiovisual material in facilitating vocabulary acquisition and improving hearing

skills among tenth-grade students in higher levels of basic education. This research

is prompted by the observed deficiencies in their listening comprehension abilities,

which have hindered their proficiency in accurately recognizing and reproducing

new words. Therefore, this project intends to explore how the strategic integration

of audiovisual materials can address this challenge and foster an enhanced learning

experience for the students.

The present study will be structured into four chapters, which will be

detailed below:
 xviii

Chapter I: THE RESEARCH PROBLEM. This chapter is focused on the

research context, and the problem statement as well as the research objectives and

the justification.

Chapter II: THEORETICAL FOUNDATION. This chapter analyzes the

variables, research background, theoretical framework, contextual framework,

legal framework, and operationalization of variables.

Chapter III: METHODOLOGY. This chapter includes the research

approaches considered to develop the study, information about the population and

sample, methods and techniques for data collection, research instruments, as well

as analysis and interpretation of results.

Chapter IV: PROPOSAL. This chapter contains information about the

proposal, its topic, background, justification, objectives, methodology, description,

and feasibility, as well as conclusions and recommendations.

 CHAPTER I

THE RESEARCH PROBLEM

1.1 Research Context

In a global context in this research framework, the establishment of different

researchers can be evidenced. Intan, Bahri, & Fauzia (2022) in their research named

“A Review on the Use of Audiovisual as Media in improving listening skills among

junior high school students” conducted in Indonesia examined that audiovisual

media “can improve Listening skills of junior high school pupils”. Their findings

established that “audiovisual media had a beneficial impact on pupils' listening

abilities; as well as when pupils were being taught and learning, audiovisual

material also inspired and motivated them”. This information identifies the

recognition of listening comprehension as a challenging ability for students across

various educational levels in countries where English is not the primary language.

Consequently, it emphasizes the significance of allocating special focus to listening

comprehension among the four language skills. It could be argued that the use of

tools such as audio-visual media allows students to keep their attention on

strengthening listening comprehension and learning a foreign language.

Many countries in Latin America have demonstrated a lack of knowledge

of English all skills, and in the Latin American context, the level of English

proficiency, especially listening comprehension, has a significant impact on the

other skills. Cronquist & Fiszbein (2017) in their study named “English Language

Learning in Latin America” conducted in ten countries of Latin America,

determined that “national education policies affect the opportunities for high-
1
quality programs for the development of English language teaching”. According to

this research, most Latin American countries “share the same level of difficulties in

designing an educational plan aimed at strengthening the learning of English as a

second language”. This problem intensifies the lack of improving English skills

more comprehensively, therefore listening comprehension cannot be developed

properly by the students.

Ecuador is not the exception because it faces a deficiency in English

listening skills, even though the Ministry of Education has implemented much

training for the teachers and programs abroad to improve teachers’ foreign

language, this crucial situation has not been improved. Quiñonez et al. (2020) in

their project named “A Comparative Study of EFL Listening Difficulties in Public

and Private Ecuadorian High Schools” conducted in many Ecuadorian schools,

determined that “the main difficulties that listeners from public and private high

schools face when engaging in listening comprehension activities due to the

importance of this skill for communication”. According to this study, “public high

school students faced greater challenges in listening comprehension tasks”,

particularly when it comes to grasping key concepts, making predictions about the

content, and comprehending overall ideas during initial listening attempts. This

situation became worse during the health emergency of COVID-19 over the last

three years, making teachers look for new strategies and solutions for their students

when they get back to classrooms to develop the four skills.

2
 This research project is developed at Escuela Fiscal Héroes de Tarqui

located in the north of the city of Guayaquil, Ecuador. This institution holds

approximately 380 students, 40 of which are in their Tenth Year of Basic General

Education in the afternoon shift where the project will be developed. These students

have been evaluated in their listening comprehension and showed a poor

understanding due to the lack of reinforcement and practice during the COVID-19

pandemic. Additionally, the institution has an English teacher who is in charge of

providing foreign language classes in all grades including the Tenth Year of Basic

General Education. According to the curriculum guidelines provided by the

Ministry of Education (2016), students at this level should be able to understand

instructions, commands, or simple words used every day which has not been

evidenced by the students. These learners must be able to reach sub-level A2.1 to

become basic learners, as indicated by the Common European Framework of

References (CEFR), to continue the process of developing the goal of becoming

basic English language learners.

In applying research methods, two critical problems have been identified:

the absence of familiarity with a basic vocabulary used in everyday life, and

students highlighted the limited knowledge required to understand a conversation

or message. These main problems make the learning environment rough for the

students. Moreover, the failure of didactic materials to improve understanding is

also present, since no videos, audio, or something that instructs learning in a visual

or auditory way, causes the learning process to fail.

3
 In addition, during the observed classes, it was evident that the English

teacher had problems expressing the main message or activity of the class to her

students. The teacher could not get the students to understand the basic instructions

to explore their listening comprehension level; moreover, her ability to activate her

students’ participation was poor as the class progressed even though students

showed motivation to participate in class and understand what was being said to

them, but their limited vocabulary was a key piece to make them struggle more and

more.

Finally, the teacher's interest in including material such as the use of

audiovisual media to motivate student participation in class and the development of

good listening comprehension has been largely absent during this time, resulting in

limited strategies to improve their students’ learning.

1.2 Problem Statement

How does audiovisual media as a teaching technique promote the

development of listening comprehension in the Tenth Year of Basic General

Education students from the Escuela Fiscal Héroes de Tarqui, District 6, in the

school year 2023-2024?

1.3 Objectives

1.3.1 General Objective

To determine the influence of audiovisual media in the improvement of

listening comprehension through vocabulary in the Tenth Year of Basic General

Education students from the Escuela Fiscal Héroes de Tarqui through field,

4
bibliographic, descriptive, and statistical research to design a didactic guide of

audiovisual activities.

1.3.2 Specific Objectives

• To diagnose the effectiveness of the usage of audiovisual media in

the improvement of students’ listening comprehension skills

• To determine the benefits of using audiovisual media to improve

listening comprehension.

• To design a didactic guide based on audiovisual activities to improve

listening comprehension through vocabulary by interpreting the

field, bibliographic, descriptive, and statistical data obtained.

1.4 Research Questions

• What are the reasons why students in the Tenth Year of Basic

General Education are not able to reach the required levels of

listening skills?

• What are the advantages of using audiovisual resources to improve

listening comprehension through vocabulary in students?

• How effective is the implementation of audio-visual material to

develop and acquire listening understanding?

1.5 Justification

The primary aim of this research study is to confront the identified issue

regarding the enhancement of listening skills among the student population at

Escuela Fiscal Héroes de Tarqui during the academic year 2023-2024. These

5
students encounter challenges in proficiently employing the English language to

comprehend rudimentary information and discern the nature of the information

received, thereby impeding their ability to engage in effective classroom

communication on a global scale.

Presently, there exists a significant dilemma regarding the approaches

employed to foster the listening skills of English as a Foreign Language (EFL)

learners. One challenge stem from the scarcity of classroom resources available for

introducing new topics or building upon previous ones. Likewise, the inadequate

language proficiency and technological proficiency of teachers can hinder the

progress of teaching and learning, leading to frustration among students. Moreover,

the absence of student motivation can be attributed to monotonous daily classes,

resulting in a decline in interest in learning a new language or expanding

vocabulary.

To continue, the Constitution of the Republic of Ecuador (2021) in article

16 states that people can have “universal access to information and communication

technologies” (p. 14) which means, the application of different technology

resources for the teaching-learning process is allowed. Additionally, article 26

states “education is a right of persons throughout their lives and an unavoidable and

mandatory duty of the State” (p. 17) for these reasons, through the integration of

audiovisual resources students have the opportunity to encounter genuine accents,

intonations, and speech patterns. This exposure significantly boosts their capacity

6
to understand spoken language, enhance their vocabulary, and cultivate their overall

listening comprehension abilities.

The main beneficiaries of this research are students who will be able to

experience a new method of learning through the use of audiovisual media that will

significantly help them to improve and develop a level of listening comprehension

at the standards required for this skill. Moreover, the method provided by this

research will allow students to be much more involved in class because it will

implement new alternatives for learning and will keep them motivated and active

in their learning. Consequently, teachers will also benefit from this study because

they will have a different method to apply in their classes when developing

students’ listening comprehension, thus breaking away from the old-fashioned

routine of teaching classes.

Furthermore, this educational research will have an indirect positive impact

on future cohorts of students, educators, parents, and other stakeholders in the

educational community. By incorporating audiovisual media to enhance listening

comprehension, individuals will develop strong linguistic skills, enabling them to

effectively navigate a globally interconnected world abundant with personal and

professional opportunities.

7
 CHAPTER II

THEORETICAL FOUNDATIONS

2.1 Research Background

Since the beginning of the 2000´s, technology has had an impact on the

education process, it has been implemented especially for teaching and learning a

new language. This has turned into a big advantage for both students and teachers,

making the teaching-learning process successful and much easier. For instance,

according to Çakir (2006), audiovisual media plays a crucial role in stimulating and

facilitating the acquisition of a foreign language. It is well known that Ecuador is a

country where the English level is deficient compared to the main goal according

to CERF.

It is clear that audiovisual materials are an important key for English, for

instance, Jahan & Sunitha (2022) carried out a study on The Influence of Audio-

Visual Aids in Teaching English, the sample was a group of 100 teachers from

different high schools, the teachers were asked to answer a survey, which was

focused on conducting a thorough examination of teachers' perspectives regarding

the utilization of audiovisual aids in specific schools. It also explored the connection

between the adoption of educational technology and the academic performance of

students who were taught using such technology compared to those who were

taught without using it. Based on the conducted analyses of the survey, it can be

inferred that Audio-Visual aids played a crucial role in teaching and learning,

leading to positive academic outcomes. The use of Audio-Visual aids brought about

notable changes in teaching practices, contributing to the overall academic

8
achievements of the school. Specifically, in English language instruction, it was

recommended that teachers incorporate Audio-Visual aids to facilitate better

content understanding, create a more enjoyable learning experience, establish a

learner-centered classroom atmosphere, and provide students with some level of

autonomy and choice in their educational journey. The outcomes obtained

highlighted the significance and necessity of Audio-Visual aids in the field of

education, particularly in English language teaching.

Additionally, Harahap et al. (2022) carried out a study on The Effectiveness

Of Using Audio-Visual Aids To Improve The Listening Skill. This study aimed to

determine the teaching procedure to reinforce listening skills using audiovisual aids.

The sample considered was 34 second-grade students in the secondary stage of Al-

Hadith Al-Husna Bagan Batu Riau Institute of Islamic Education; the students were

exposed to the Classroom Action Research (CAR) method; which consisted of three

different steps. First, the researchers planned the teaching and learning process

using audiovisual aids to develop listening comprehension. After that, the

researchers proceeded to observe how the class is developing and how students

reacted, and finally, as a last step, they applied an evaluation to obtain the students'

performance in the skill taught. This study applied observations, interviews, and

tests for data collection. The students were evaluated three times, the first one was

before starting with the implementation of the audiovisual aids, the second time was

after applying a film in the teaching-learning process and the last evaluation was

after playing another film a couple of times for learners to understand the plot of

this one. The results of all evaluations concluded that as the use of audiovisual aids
9
was applied, the students presented an improvement in their listening

comprehension. As an interesting fact, the results showed that women experienced

significant growth in their listening comprehension development in contrast with

their male counterparts. Researchers concluded that students’ listening proficiency

increased whenever the teacher used audiovisual aids in class.

Another study conducted by Mathew & Alidmat (2013) entitled “A Study

on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for

Effective Instruction” explored the EFL students’ perceptions and approach to the

use of audiovisual resources in the classroom. The sample was a small group of 15

undergraduate students at Aljouf University, Saudi Arabia; the students were asked

to fill out a questionnaire where most of the questions were open-ended. Those

questionnaires were developed for students to express their opinions about the use

of audiovisual aids in their learning process. According to the findings, it was

possible to evidence that the use of audiovisual aids in the teaching-learning process

stimulated students’ thinking and improved the learning environment during their

classes. In addition, the results showed another two observations: the first one is

that learners achieved high standards in the development and improvement in the

areas of new language learning when they experienced a secure and pleasurable

acquiring process; while the second observation exposed that the students

considered audiovisual resources to be very useful and important when it comes to

directly influencing content. The authors concluded that their study allowed them

to know the students’ perceptions and opinions about the use of audiovisual aids in

their classes; however, they stated that it is also important to take into consideration
10
the teacher’s opinion, as well as the failures and successes that could have the use

of these resources during the classes. Researchers finished their work by

recommending that a study with a larger sample size could enhance their findings

that audiovisual aids and resources strengthen the acquisition of a new language.

2.2 Theoretical Framework

Independent Variable

2.2.1 Defining Media

According to Arsyad (2003, as cited in Fuady & Mutalib, 2018), “The word

of media comes from Latin and this is a plural word of medium meaning

intermediary or introduction” (p. 3). This definition of Media can be interpreted as

the conducted channel by which information is introduced or directed toward the

receiver.

In addition, Media can be defined as all resources or devices where it is

possible to store, transmit, transform and broadcast messages or information. In

order to communicate someone else's data about specific topics (Criticos, 1996, as

cited in Hikmah, 2019). In the same context, Fuady & Mutalib (2018) expressed

that “media is an intermediary message used in presenting something to be easily

understood by the message recipient. Starting from the abstract and manipulated

into something concrete” (p. 3). Finally, Dalimunthe & Purnomo (2022) stated that

“the teaching media in terms of type are divided into audio media, visual media and

audiovisual media” (p. 39).

11
2.2.2 Defining Audio Media

“Audio media are those devices or didactic materials whose only function

is to emit sounds without the need to show any image” (Padhi, 2021). These media

symbolize how technology can appear in the communicative field allowing the

connection between individuals through the power of sound without the influence

of any illustrative form.

In an educative context, audio media is considered a learning tool that is

delivered in an auditory format, to promote the cognitive and emotional responses

from learners while catching their attention and improving their abilities, thus

enabling language acquisition (Riyana, 2012, as cited in Hikmah, 2019). Similarly,

Hikmah (2019) stated that audio media can be regarded as a cost-effective teaching

material that proposes an enjoyable and practical learning experience designed to

convey suitability and flexibility to teaching for both students and teachers.

2.2.3 Defining Visual Media

According to Hafner et al. (2022), visual media are all resources or materials

designed to transmit information through images without the requirement of

emitting sounds. Another definition of this term is provided by (Hikmah, 2019):

Visual media is a type of media that expresses messages through verbal

communication symbols. These symbols mean that they need to be

understood completely, so that the process of delivering messages can be

effective and efficient. Besides, this media has the function to attract the

12
 students’ attention, clarify the presentation of learning subjects, illustrate or

decorate facts which might be forgotten when it is not visualized. (p. 86)

Finally, visual media are a powerful tool that promotes learning acquisition

through a clear and motivating visual representation of knowledge. Kinder (n/d, as

cited in Ghulam et al, 2015) defines visual media as “Visual aids are any devices

which can be used to make the learning experience more real, more accurate and

more active”.

2.2.4 Defining Audiovisual Media

Audiovisual media have been defined in different ways; Dalimunthe &

Purnomo (2022) stated that “audio-visual media is media related to the sense of

hearing and the sense of sight” (p.39). Meanwhile, Anderson and Lynch (1998, as

cited in Harsa, Saragih, & Husein, 2020) stated that audiovisual media are

electronic formats that incorporate both audio and visual elements, naturally played

through a video player. Similarly, Padhi (2021) claimed that audiovisual media are

didactic materials that promote effective communication through audio and visual

formats. In addition, Hikmah (2019) stated that audiovisual media can overcome

the disadvantages of audio media or visual media because their characteristics allow

them to have a complete structure to communicate something.

Finally, in an educative context, Rasul, Bukhsh, & Batool (2011) claimed

that “audio-visual aids are those devices which are used in classrooms to encourage

the teaching-learning process and make it easier and interesting”; they also added

that “audio-visual aids are the best tool for making teaching effective and the best

13
dissemination of knowledge”. In a similar manner, Dalimunthe & Purnomo (2022)

stated that “Audio-visual media is an intermediary media or the use of material and

its absorption through sight and hearing so as to build conditions that can make

students able to acquire knowledge, skills, or attitudes” (p. 39).

2.2.5 Types of Audiovisual Resources

Audiovisual media are divided into three different categories of

presentation: audio aids, visual aids, and audiovisual aids.

2.2.5.1 Audio Aids

2.2.5.1.1 Radio. This term has been defined in different concepts: Grayver

(2012), expresses that “a radio is any device used to exchange digital information

between point A and point B”; meanwhile Riyana (2012, as cited in Hikmah, 2019)

claimed that radio is an "audio media whose delivery of messages is carried out

through the emission of electromagnetic waves from a transmitter”. In an educative

context, Hikmah (2019) stated that “radio can stimulate active participation from

listeners such as drawing, writing, demonstrating, or dancing while listening to

radio broadcast messages” (p. 88).

2.2.5.1.2 Compact Disk (CD). This type of audio aid allows the storage of

any kind of audio or video data, as well as any digital file. According to Hikmah

(2019), “The advantage of CD is that the form is very simple and concise, the sound

quality is clear, the recording capability is great, can record up to more than 700

megabytes, besides maintenance is also easy” (p. 88).

14
 2.2.5.1.3 Audiotapes. According to Amin & Wani (2021), audiotape is

defined as

Audio material recorded on open–reel tape or tape cassette constitutes one

of the most useful resources at the disposal of the modern teacher, trainer,

and can be used in a wide range of instructional situations, either on its own

or in conjunction with visual materials of some sort. (p. 6)

Audio tapes were originally used in the teaching process to satisfy the need

to develop listening comprehension in students. This auditory resource allows

students to listen to the pronunciation of words in a foreign language.

2.2.5.2 Visual Aids

2.2.5.2.1 Pictures. One of the main tools to provide real context to learners

is using pictures in teaching. According to Al Mamun (2014), pictures help students

to contextualize what the teacher is explaining during the class due to this tool

allows them to have real knowledge about the content; in such a way that they can

generate their criteria based on better ideas and enhance their comprehension

ability. Finally, Hikmah (2019) expressed the following explanation

Pictures in language teaching can be used as a media to teach vocabulary,

speaking and writing. In vocabulary, students can identify the name for each

part of the pictures, and then apply it in a sentence. After that, the students

can present the result in front of the class and also write a story from it. (p.

86)

15
 2.2.5.2.2 Board. A board or whiteboard is a flat, smooth surface, usually

rectangular, used for writing or drawing with chalk or special markers. The

whiteboard provides a visible space for the teacher or presenter to share information

with the students or audience.

2.2.5.2.3 Textbooks. A textbook is an educative material designed to contain

information related to an academic plan to provide students with the knowledge

they need about a specific subject or field of study.

2.2.5.2.4 Newspapers and magazines. These materials are printed

communication media designed to promote reading between people. Hikmah

(2019) stated that

The functions of newspapers and magazines are: containing warm and

actual reading material, containing the latest data that attract attention, as a

means of learning to write articles, loading clipping material that can be used

as display material for sticky boards, enriching vocabulary, improving

critical reading skills and discussion skills. (p. 86)

2.2.5.2.5 Comics. A comic is a narrative medium that contains visuals and

text to express a story through different genres. In an educative context, Hikmah

(2019) expressed that “Comics can be used as a medium in learning new

vocabulary, finding certain phrases that are often used in conversations, and finding

elements of stories and characterizations” (p. 86).

2.2.5.3 Audiovisual Aids

16
 2.2.5.3.1 Films. The main resource that comes to mind when talking about

audiovisual media is films. This resource also known as ‘movie’, is an audiovisual

production that involves the use of images and sounds to tell a story. According to

Cloete (2017), “Film tells us stories about themes of everyday experiences like love,

hope, death, good, evil, violence and peace. Therefore, film is attractive to people

of different age groups, because it tells stories with which we could associate” (p.

1). In the learning process, films can influence students’ interest in improving their

knowledge about specific topics.

2.2.5.3.2 Television. Television is defined as “a device with a screen, that

could allow one to see events in considerable distance away, and later across the

other side of the world” (C-Scott, 2019). In addition, Hamalik (1985, as cited in

Hikmah, 2019) expressed that “Television is an electronic motion picture with con

joinded or attendant sound; both picture and sound reach the eye and ear

simultaneously from a remote broadcast” (p. 88).

2.2.5.3.3 YouTube Platform. YouTube is an online platform that allows

users to take advantage of the video-sharing mechanism, which consists in

uploading, sharing, and viewing videos on any topic. This platform has worked as

a ‘supporting hand’ for both teachers and students due to the audiovisual content it

has. Additionally, Hikmah (2019) claimed that “YouTube provides students with

the opportunity to continue their learning process maintaining the same method

within the class, which is convenient” (p. 89).

17
 2.2.5.3.4 Video. Using videos as audiovisual resources in teaching English

as a Foreign Language (EFL) facilitates the learning process in multiple ways

because videos can promote an interesting dynamic inside the classroom which

eliminates the monotony that students may experience; as well as further stimulate

the desire of communication more and reinforce the idea of leading to more

impactful learning experiences (Al Mamun, 2014).

Figure 1

Evolution of Audiovisual Resources

Note. Significant transformation of audiovisual resources throughout different eras due to

technological advancements.
2.2.6 Audiovisual Media in the Teaching and Learning Process

Audiovisual media as ‘supporting technology’ can contribute to developing

an effective learning and teaching process to acquire a new language during an

18
academic year. Nicolaou, Matsiola, & Kalliris (2019) claimed that “education is a

broad field, and if technology is correctly implemented in its stages and domains,

both intellectual capacity and beneficial creativity can be achieved”.

In addition, Al-Khalifah (1994) expressed that audiovisual media allow both

teachers and students to enhance their teaching and thinking processes once those

resources are applied in their educational life. He also added that “Part of that

assistance..., was related to the role of using audiovisual materials in making events

or objects that are remote in time or space more realistic to the students” (p. 277).

Finally, the author stated that “the role of audiovisual materials in simplifying

concepts for students, speeding up the student's comprehension and retention, and

enabling students to have correct physical perception about objects under study” (p.

277).

2.2.7 The Importance of Audiovisual Media in Teaching and Learning Process

According to Chukwu (2021), “the importance and the usefulness audio-

visual aids in teaching and learning are explained under the materials are valuable

assets in learning situations because they make lessons practical and realistic” (p.

349). Based on this, it is possible to express that audiovisual media form a level of

considerable importance during the teaching and learning process in class due to

those technological resources allow both teachers and learners considering a real

context about educative information they will receive. In the same context, The

author also added that

19
 Teachers are up to date and able to provide for reliable and useful

information for the learners with the use audio-visual aids, it can effectively

be used to ultimate, shorten information from various sources for the

purpose of comparison and contrasting ideas. It helps in perception and

retention of information or knowledge in learners (p. 350).

In addition, Akram (2020) claimed that “using audio-visual aids in the foreign

language classroom can enhance the student’s motivation to learn the language” (p.

119). He also expressed that “the students also feel that Audio- visual aids can help

improve their vocabulary acquisition as they supply them with a wealth of

knowledge” (p. 119). Finally, the author concluded that in a pedagogical context

“audio-visual aids should be judiciously selected as per the course syllabus,

student’s interests, and their proficiency level” (p. 119).

2.2.8 Benefits of Audiovisual Media in the Language Learning Process.

According to Negara (2017), audiovisual media can encourage students’

active participation in class, as well as potentiate students’ motivation and allow

them to reach enough parameters to develop an effective learning process to acquire

a new language. She also adds that “Teaching English using audio-visual media

improve students' cognitive and competence in the English language and to

cultivate the way of thinking in English”.

In a similar manner, Ojowu (2014) stated that the use of audiovisual media

benefits students in four different points:

20
 2.2.8.1 Facilitate Understanding of the Content. The audiovisual media

allow students to analyze the content that they receive through sounds and pictures

so they can familiarize themselves with their prior knowledge or by employing

deduction methods to understand all the information that the teacher provided

according to the educative plan that they apply in their classes.

2.2.8.2 Enhances Student Motivation. Learners can ignite their

enthusiasm and participation in class once any audiovisual media is available during

their learning process. This factor helps learners to increase their concentration to

retain the information they consider useful for their knowledge.

2.2.8.3 Support learners to share knowledge of other cultures. Through

audiovisual media, students can identify the different features of each of their peers

around the world and how they can contribute to the development of a better society

through their experience as new technological citizens.

2.2.8.4 Captures Students’ Interest. Learners can show zero interest in

paying attention during classes; however, the use of audiovisual media can help to

stimulate the student’s interest in the teaching process due to the features of these

resources that activate students' curiosity to learn what kind of activities are going

to be performed during the class.

Dependent Variable

2.2.9 Defining Skills

Skills are the ability to do something with a good tragedy or manner to

succeed. “Strong social skills can facilitate interpersonal interactions, which can in
21
turn lead to effective job outcomes” (Wu, 2008). It is understood that excellent

social skills may surely improve relationships between people, leading to successful

career results. The skills help to develop connections, resolve issues, create

cooperation, and improve leadership qualities. Participating in acquiring and

polishing social skills may have significant personal and professional advantages

for people who dedicate time to improving them.

In addition, other definitions were given to this term, for instance,

Braverman (1974, as cited in Clarke & Winch, 2006) referred that skills were the

“combination of knowledge of materials and processes with the practiced manual

dexterity required to carry out a specific branch of production” (p. 7). This means

people should have both things in mind and have most of the knowledge, not only

theoretical but knowledge and practical skills, in that way, people are going to be

capable of dominating a skill to be successful in what is being done.

2.2.10 Defining Listening

Listening can be interpreted as a natural ability in living beings, it is the

definition of the action of hearing voices, audios noises, and more, but according to

Devine (1978), “listening is not hearing; sounds coming into the ear day and night

are sometimes registered in the mind, but most often are not”. So, it could be said

that listening is not only a simple action that people make conscious, unconscious,

or natural ability.

It must be kept in mind that must be ensured that the information provided

is active and the other person can decode the message, order or information. Rogers

22
& Farson (1957) claimed that “listening brings about changes in people’s attitudes

toward themselves and others; it also brings about changes in their basic values and

personal philosophy” (p. 1). This tries to explain that what someone listens to has

an impact on their lives and can change their perspectives about the context around

them.

2.2.11 Defining Listening Skills

The listening skill has been given different concepts; Lynch (1997, as cited

in Schmitt, 2010) “listening involves making sense of spoken language, normally

accompanied by other sounds and visual input, with no change help of our relevant

prior knowledge and the context in which we are listening” (p. 191). Based on this,

it is said that listening skills are the ability to understand audio messages, videos,

movies, and different audiovisual elements in our language.

In addition, Buck (2001, as cited in Tong, 2019) claimed that “listening

comprehension is an active process of constructing meaning and this is done by

applying knowledge to the incoming sound” (p. 269) in which a “number of

different types of knowledge are involved: both linguistic and non – linguistic

knowledge”. He also added that “…the situation or the listener can affect the

comprehension of the message” (p.269)

2.2.12 Types of Listening

It is important to know the types of listening that exist to know which one

is the most appropiate for the students to achieve the level goal. According to Brown

23
& Abeywickrama (2010), there are four types of listening: intensive listening,

responsive listening, selective listening, and extensive listening.

2.2.12.1 Intensive listening. The learner concentrates on deciphering the

precise sounds, words, and grammar used by the speaker, or the exact content of

their speech. The teacher then offers feedback on the accuracy of the learner's

performance.

2.2.12.2 Responsive listening. According to Gu (2018), aims to develop

learners' ability to respond appropriately to the content, cultural aspects, and

emotional dimensions of what they hear. Unlike comprehension-focused listening,

responsive listening tasks prioritize the learners' reactions to the listening input

rather than their understanding of it.

2.2.12.3 Selective listening. Gu (2018) claimed that the teacher assesses the

accuracy of the learner's performance by offering feedback. During selective

listening, learners are guided to focus their attention on targeted tasks that have

specific objectives. They may concentrate on grasping the main ideas or extracting

specific details. Essentially, they actively seek out information while engaged in

selective listening.

2.2.12.4 Extensive listening. Renandya & Farrell (2011, as cited in Gu,

2018) claimed that this type of listening encompasses a diverse array of listening

tasks intended to provide a thorough and enjoyable understanding. Furthermore, it

involves sustained listening over an extended duration, typically a few minutes or

longer, with overarching objectives that extend beyond language acquisition. These

24
objectives involve academic content, personal enjoyment, and various other

language-related purposes.

2.2.13 Stages of the Listening Process

When someone takes part in active listening, the listening process often

comprises many stages. These stages assist us in properly understanding and

interpreting the spoken language. Therefore, they are important to take into

consideration to make sure the message is being delivered clearly; these stages are

well explained by three recently authors:

2.2.13.1 Receiving stage. According to Bennetch, Owen, & Keesey (2021),

the physiological part of hearing involves the reception and perception of sound

waves through the eardrum. It is critical to recognize that in order to receive

information successfully by listening, people must be able to hear the noises clearly.

The ease of hearing is directly influenced by the caliber of the sound.

2.2.13.2 Understanding stage. It is where individuals actively absorb and

make meaning of the details they get through listening. It entails figuring out and

comprehending the message. Bennetch, Owen, & Keesey (2021) claimed that this

stage “occurs when both the speaker and audience share an experience of meaning

and constitutes the first step in the listening process. This is the stage during which

the audience determines the context and meanings of the words they hear”.

2.2.13.3 Remembering stage. This refers to the stage of the listening

process in which someone recalls or retains data. It is also known as retention or

memory. Additionally, it describes where a listener keeps and preserves the

25
knowledge they were given and comprehended. “Remembering previous

information is critical to moving forward. Similarly, making associations to past

remembered information can help a listener understand what she is currently

hearing in a wider context” (Bennetch, Owen, & Keesey, 2021).

2.2.13.4 Evaluating stage. During this stage, all heard by the listener

examines and assesses the content as well as the speaker's legitimacy or credibility

of information. The listener uses careful judgment and insight to form views or

draw findings based on the information previously received. Bennetch, Owen, &

Keesey (2021) said that “the listener determines whether or not the information they

heard and understood from the speaker is well constructed or disorganized, biased

or unbiased, true or false, significant or insignificant.”

2.2.13.5 Responding stage. This is the last stage of the listening process

and it can be described as the action when listener responds to the speakers or the

content that they have heard, either verbally or nonverbally. Furthermore, it entails

spending time with the speaker, displaying knowledge, and following up with

feedback or response. These responses could be verbal and non-verbal, Bennetch,

Owen, & Keesey (2021) mentioned that nonverbal indicators including nodding or

keeping eye contact allow the person listening to express their attention and

involvement without distracting the speaker. However, when verbal responses are

presented, the established positions of the speaker and listener are kept but their

roles as speaker and listener are briefly switched when the listener reacts vocally,

26
for as by asking a question or offering an observation based on what they heard and

recalled.

2.2.14 The Importance of Listening Skills.

Nowadays, people have different perspectives about what skill is the most

important, Cheung (2010) affirmed that:

Listening should be the first and foremost skill to be acquired in learning a

new language. Understanding spoken words is prerequisite to speaking,

reading, and writing; comprehension should precede reproduction. Research

has shown strong evidence that listening comprehension and language

acquisition are closely related. Further, listening skill transfers to other

skills, and promoting listening skills before focusing on oral skills results in

increased second language acquisition (p. 2)

Taking into consideration what Cheung said, listening skill is an important

key to success in a foreign language. Krashen (1981, as cited in Yavuz & Celik,

2017) established that auditory abilities are vital in the learning process because

they aid in the receipt and transfer of information. They are critical for input data

availability since the output data is heavily dependent on the quality of the received

input data. As a result, not only are listening skills vital for input, but they also have

a substantial influence on the output process, particularly oral performance. Based

on this information, it is awarded that people who develop the ability to listen well

can provide the framework for good communication, allowing them to make

significant connections and contribute efficiently to verbal conversation and more

27
aspects. In this context, listening skills may be regarded as a key component in the

practice and improvement of other skills for language acquisition.

2.2.15 The Importance of Listening Skills L2

When it comes to learning a second language, developing listening skills is

critical since it helps to acquire vocabulary, grammar, structures, and many other

things that will help people to enhance the language and communicate successfully.

Renukadevi (2014) stated that:

Listening plays a vital role, as it helps the language learner to acquire

pronunciation, word stress, vocabulary, and syntax and the comprehension

of messages conveyed can be based solely on tone of voice, pitch and accent;

and it is only possible when we listen. (p. 60)

It is possible to say that establishing a listening skill is one of the most

significant variables to consider while teaching a foreign language, because it is the

primary talent for communicating and understanding the structure and rules of that

language. Furthermore, to communicate with those who speak that language rather

than our own tongue. Renukadevi (2014) also said “without listening skills,

language learning is impossible. This is because there is no communication where

there is no human interaction” (P. 62)

2.2.16 Methods to Develop Listening Skill

English is often taught in modern education, both in required and

recreational settings. To learn this language, students must know the vocabulary,
28
grammar, and furthermore. Students must enhance their comprehension, speaking,

and writing skills. However, there is no straightforward technique to achieve the

growth of this language; now multiple methods are applied individually or in

conjunction.

2.2.16.1 The Audiolingual method. In this method teachers focus on

speaking in the language to be taught, while students master speaking patterns

through repetition and analysis of spoken language. According to Larsen-Freeman

(2000, as cited in Mart, 2013) stated that “students will achieve communicative

competence by forming new habits in the target language and overcoming the old

habits of their native language” (p. 63). By the acquisition of new habits in the target

language, students will be able to develop all the skills, especially listening

comprehension and oral production.

2.2.16.2 Communicative Language Teaching (CLT). According to

Richards (2006), communicative language teaching has been defined as a collection

of understandings about the aims of language education, how students learn a

language, the kind of instructional methods that best support learning, and the

respective positions of students and their educators in the classroom. This method

has been applied by many educators to get a successful learning process and we can

say that CLT highlights engaging learners in authentic conversations, with the

objective of allowing learners to effectively learn the language for actual situations.

29
 2.2.17 Tactics to Develop Listening Skill

It is necessary to consider all the techniques for teaching or developing a

new language. Tactics for strengthening language education have been introduced

all through the years, according to Ur (1984, as cited in Field, 1998) these are some

tactics or strategies to consider improving listening skills:

Table 1

Tactics to Develop Listening Skill

TACTICS DESCRIPTION CHARACTERISTICS
Distinguishing minimally • Ear training in minimal pairs.
Discrimination
different words • Teacher dictates minimal pairs.
• Teacher dictates sentences which include contractions,
weak forms, elision, assimilation, and criticized items
Identifying words in (e.g., 'drinka pinta milk').
Segmentation
continuous speech • Learners transcribe a section of an authentic passage.
• Learners listen with transcript, paying attention to
weakly stressed items.
• Teacher dictates words in spelling groups (laugh,
Working out the spelling cough, enough).
Extrapolation of unrecognized words • Learners guess the spellings of difficult-to-recognize
cognates.
• Matching names to words on a map.
Working out what comes
• Teacher plays half a sentence, learners complete, or
Anticipation next
answer multiple-choice questions.
• Teacher pauses cassette after ambiguous referring
Relating pronouns, etc., to expressions, learners say what they refer to.
Reference the items they refer to • Teacher lists referring expressions/general nouns;
learners listen for them and write down what they refer
to.
Monitoring for
Identify new vocabulary • Learners monitor a long text for key words.
information
Identifying important • Slot-and-filler summaries.
Relevance points made • Filling in tables (specific/general).
• 'Find (four) points about. . .'
Note. Adapted from “Skills and strategies: towards a new methodology for listening” by
ELT Journal. Retrieved from (https://doi.org/10.1093/elt/52.2.110). Copyright 2023 by
ELT Journal. Informational and Educational Use.

30
 Choosing the tactic for students may be a difficult process that requires

considerable thinking. However, it is critical to emphasize each student's individual

requirements to guarantee that their educational process is suited to their objectives.

Recognizing that each student has unique goals necessitates adapting the teaching

method accordingly. Recognizing individual needs allows educators to create

relevant and meaningful learning opportunities, allowing students to advance

toward their intended objectives. Putting an emphasis on individualized learning

tactics not only increases student engagement but also increases their potential for

growth and achievement.

2.2.18 Stages of a Listening Activity

During the class, many activities are asked to be done to develop the

learning process. According to Merriam-Webster Dictionary (2023), an activity is

“a similar process actually or potentially involving mental function specifically: an

educational procedure designed to stimulate learning by firsthand experience”.

Every single activity must be designed to deepen learning.

It is important to consider the three stages of a listening activity when it

comes to working with students. According to Tong (2019), “In order to help

learners get most from a listening lesson, a lesson plan of listening is usually divided

into three stages” (p. 272) being these stages: Pre-listening, While-listening, and

post-listening. Teachers must be aware of many factors like the age, cultural

aspects, and what is going to get student´s attention, that is the main reason why the

stages must be applied to achieve a successful learning process.

31
 2.2.18.1 Pre-listening stage. This is the preliminary stage, all the learning

process starts with this stage, Davies and Parse (2002, as cited in Mosquera & Plúas,

2018) claimed that this phase corresponds to the moment before listening. The

objective of the pre-listening activities is to generate interest and expectation

towards the subject, to prepare and activate the vocabulary and to establish the

context of the video. With this concept, we understand that this stage is going to

make sure students feel interest in the new topic before being introduced

establishing some needs and familiarizing them with new knowledge, ensuring that

they can adapt to future activities.

2.2.18.2 While-listening stage. In this stage, students are given some

activities to do, while they listen and pay attention. Davies and Parse (2002, as cited

in Mosquera & Plúas, 2018) said that this part of the activity coincides with the

exact moment of listening. They also added that this section contains tasks in which

the learner is instructed to listen or watch for a specific reason. The goal of these

exercises is to help students understand the video and reinforce or improve language

skills.

In addition, we can say that this step consists of answering inquiries or

requesting extra information as needed to guarantee correct comprehension.

Furthermore, students actively rehash and analyze the material, connecting it to

previous learning and experiences. Students frequently create mental or written

notes at the while-listening stage to record crucial topics and assist in appropriate

responses or additional conversations. In general, the while-listening stage entails

32
a concentrated and attentive attitude to understanding and interpreting the

information, creating the groundwork for effective communication.

2.2.18.3 Post-listening stage. This is the final step in it is the closing for the

listening activity, Davies and Parse (2002, as cited in Mosquera & Plúas, 2018)

mentioned that this stage includes the activities that are completed after listening to

a given video. Some tasks performed after listening may be improvements of work

completed during both the pre-listening and while-listening stages, whereas other

tasks may have a weaker link to the listening process itself.

2.2.19 Benefits of Listening Skill in the Learning Language Process

In cases relating to learning a new language, strengthening listening skills

is fundamental because it is one of the primary types of communication. Yurko &

Styfanyshyn (2020) claimed that “by becoming a better listener, we can improve

our productivity, as well as the ability to influence, persuade and negotiate, and

avoid much conflict and misunderstanding” (p. 4). Focused on this concept, it is

assumed that one of the main benefits of Listening skills is being able to understand

what other people say, as well as developing the production of the language and

also sending a clear message when communicating.

In addition, having good listening skills may help in a different country or

environment, Yurko & Styfanyshyn (2020) states that:

If your listening skills are very sharp, it is be easier for you to quickly hear

and comprehend the foreign language that is spoken very far away. This can

actually be a survival skill in the case of a natural disaster or other

33
 emergencies, when you need to be able to listen actively to what is being

said around you, not just directly to you. Such a useful ability to listen

effectively and comprehend the circumstances can be very essential indeed.

(p. 5)

To summarize, listening skills are beneficial not only for academic purposes

but also for real-life situations where it is needed to communicate and interact with

the environment people currently are in. Furthermore, listening skills stimulate

growth as a person, empathy, and the formation of significant connections with

others, resulting in improved interactions.

2.2.20 Listening Skills in CEFR

According to the Council of Europe (2020), the CEFR has been created to

offer comprehensive explanations of language proficiency, categorized into six

Common Reference Levels (A1, A2, B1, B2, C1, C2). Table 1 displays the scale

containing descriptions of speaking abilities corresponding to each level.

Table 2

CEFR Descriptors for Overall Listening Skills

CEFR level Listening skill indicator

•
Can follow speech that is very slow and carefully articulated, with long pauses
A1
for him/her to assimilate meaning.
• Can understand enough to be able to meet the needs of a concrete type provided
speech is clearly and slowly articulated.
A2 • Can understand phrases and expressions related to areas of most immediate
priority (e.g. very basic personal and family information, shopping, local
geography, employment) provided speech is clearly and slowly articulated.
Note. Adapted from “Common European Framework of Reference for Languages:
Learning, teaching, assessment – Structured overview of all CEFR scales” by Council of
Europe, 2023, Council of Europe Publishing. (https://rm.coe.int/168045b15e). Copyright
2023 by Council of Europe. Informational and Educational Use.
34
 Table 3

CEFR Descriptors for Overall Listening Skills

CEFR level Listening skill indicator

• Can understand straightforward factual information about common everyday
or job-related topics, identifying both general messages and specific details,
B1 provided speech is clearly articulated in a generally familiar accent.
• Can understand the main points of clear standard speech on familiar matters
regularly encountered in work, school, leisure, etc., including short narratives.

• Can understand standard spoken language, live or broadcast, on both familiar

and unfamiliar topics normally encountered in personal, social, academic, or
vocational life. Only extreme background noise, inadequate discourse
structure, and/or idiomatic usage influence the ability to understand
B2 • · Can understand the main ideas of propositionally and linguistically
complex speech on both concrete and abstract topics delivered in a standard
dialect, including technical discussions in his/her field of specialization. Can
follow extended speech and complex lines of argument provided the topic is
reasonably familiar, and the direction of the talk is sign-posted by explicit
markers.

• Can understand enough to follow extended speech on abstract and complex

topics beyond his/her own field, though he/she may need to confirm occasional
details, especially if the accent is unfamiliar. Can recognize a wide range of
C1
idiomatic expressions and colloquialisms, appreciating register shifts. Can
follow extended speech even when it is not clearly structured and when
relationships are only implied and not signaled explicitly.

• Has no difficulty in understanding any kind of spoken language, whether live

C2
or broadcast, delivered at fast native speed.

Note. Adapted from “Common European Framework of Reference for Languages:

Learning, teaching, assessment – Structured overview of all CEFR scales” by Council of
Europe, 2023, Council of Europe Publishing. (https://rm.coe.int/168045b15e). Copyright
2023 by Council of Europe. Informational and Educational Use.

2.2.21 Listening Skills According to English Language Curriculum in Ecuador

The Ministry of Education has created an English Language curriculum, it

has been divided into two levels: Educación General Básica (EGB) and Bachillerato

General Unificado, and has introduced five threads considering the Content and

Language Integrated Learning (CLIL). According to the Ministry of Education

35
 (2016), it reads that “the English Language Teaching area has been organized into

five sections, or threads: 1) Communication and Cultural Awareness, 2) Oral

Communication (Listening and Speaking), 3) Reading, 4) Writing, and 5) Language

through the Arts”.

The next table displays the five threads:

Table 4

Curricular Threads provided by Ministry of Education of Ecuador

Content and Language Integrated Learning (CLIL

4Cs Curricular Threads Sub-Threads
• Intercultural Awareness and
Communication and
Identity
Cultural Awareness
• Social Competence and Values
• Listening Skills
Oral Communication:
• Spoken Production
(Listening and
Speaking) • Spoken Interaction
Culture / Citizenship
• Literacy-rich Environment
Communication • Reading Comprehension
Reading • Use of Resources & Study
Cognition Skills
• Cross-curricular Content
Content
• Initial Literacy
Writing
• Text Production
• Literary Texts in Context
Language through the
• Creative Writing
Arts
• Creative Thinking Skills
Note. Adapted from “Currículo de los Niveles de Educación Obligatoria- Subnivel
Superior” by Ministry of Education, 2016, Ministry of Education Publishing.
(https://educacion.gob.ec/curriculo-superior/). Copyright 2023 by Ministry of
Education. Informational and Educational Use.

36
 The oral communication (listening and speaking) thread is the one focused

on the listening skills, Ministry of Education (2016) said that listening skills are:

The act of listening is a highly complex process in which the listener must

activate schema, infer, predict, construct meaning, and use short- and long-

term memory functions almost simultaneously. In order to minimize

problems that could occur within this process and assure that learners are

able to apply L1 listening strategies to L2 comprehension, learners must be

given the opportunity to listen to texts that relate to their age, interests,

background, and language needs (P. 431).

This enhances the importance of the material to develop listening

comprehension and students must be given activities and resources according to

their level, age and interests. In addition, the application of Information and

Communication Technologies is beneficial to ensure an effective and accurate

learning process, Ministry of Education (2016) also said that:

The use of ICT is recommended as a means to expose learners to a variety

of authentic listening texts, from songs and poetry to short dialogues and

informative texts such as advertisements and announcements. In turn, these

authentic texts will aid learners in terms of pronunciation skills such as

stress, rhythm, and intonation (P. 431).

Furthermore, by the end of the EGB Ministry of Education (2016) says that:

Learners in level A2.1 are expected to make use of contextual clues and take

note of linguistic cues, such as intonation and stress, in order to derive

37
 meaning from spoken text. Authentic listening materials are perfect for

helping learners get practice in these skills.

Also, some skills and performance descriptors for evaluating students'

development have been provided:

Table 5

Skills and Performance Criteria

Skills and performance descriptors to be evaluated

EFL 4.2.1. Understand phrases and expressions related to areas of
most immediate priority within the personal and educational domains,
provided speech is clearly and slowly articulated. (Example: daily
life, free time, school activities, etc.)
EFL 4.2.3. Follow and understand short, straightforward audio
messages and/or the main idea/dialogue of a movie or cartoon (or
other age-appropriate audio-visual presentations) if delivered slowly
and visuals provide contextual support. (Example: an announcement
of a bus delay, an intercom announcement at school, a dialogue
supported by facial expressions/gestures and appropriate intonation,
etc.)
EFL 4.2.5. Understand most changes in the topic of discussion if
people speak slowly.
Note. Adapted from “Currículo de los Niveles de Educación Obligatoria- Subnivel
Superior” by Ministry of Education, 2016, Ministry of Education Publishing.
(https://educacion.gob.ec/curriculo-superior/). Copyright 2023 by Ministry of
Education. Informational and Educational Use.

2.3 Contextual Framework

This educational project takes place within a South American country,

namely the Republic of Ecuador, in Guayas province, within Guayaquil canton, in

the parish of Tarqui, North Florida sector, at the Escuela de Educación Básica

38
Completa Fiscal "Héroes de Tarqui", with the address: cooperative Colinas de la

Florida Mz. 81 solar 7, 8, 9.

This educational institution was founded in 1998 under the name of Escuela

Fiscal Mixta Vespertina No. 455 " Héroes de Tarqui". During its early years, this

educational establishment served as the leading center to educate children and

adolescents in the community where it is only on the afternoon shift. However,

since 2008 the institution added to its educational offer the morning shift to meet

the demand of the community to educate their children.

Currently, the educational institution is organized into two shifts, which are

divided as follows: the morning shift includes the sub-levels of preparatory EGB,

elementary EGB, and medium EGB, while the afternoon shift focuses on the

superior EGB sublevel. In total, the school has 398 students distributed in all

courses and has 14 teachers who teach various subjects in the institution.

The institution's mission is profoundly founded in using the combination of

innovation and new technology to effectively prepare students for the next

challenges and opportunities. They prioritize a complete educational approach that

goes beyond academic performance and includes character growth, emotional well-

being, and a strong sense of civic engagement. The institution’s goal is to foster

intellectual curiosity, creativity, and problem-solving skills via collaborative and

experiential educational methods. Finally, the school hopes to inculcate in students

the values of empathy optimism, and global citizenship, thereby enabling them to

influence positive shifts in their own hometowns and beyond.

39
 The institution’s mission is fostering justice and embracing diversity,

ensuring that every student, no matter their financial or personal situation, has equal

access to a top-tier education. In addition, the institution aims to give value and

create a society of respect and empathy for others, producing a school atmosphere

in which every student feels secure and valued.

Figure 2

Republic of Ecuador

Note: Geographical image of the country of Ecuador, in South America. Retrieved from
(https://goo.gl/maps/TWM7NpWi1tk5okvx5). Copyright 2023 by Google Maps.

Figure 2 shows the geographical location where this research takes place.

This educational project takes place in the Republic of Ecuador, during President

40
Guillermo Lasso's administration. The whole country is split into four regions, with

a population of 17.8 million people in total. The predominant language is Spanish,

but other languages, such as Quichua and Shuar, are spoken in select localities.

Figure 3

Province of Guayas.

Note: Geographical image of the province of Guayas, Ecuador. Retrieved from

(https://goo.gl/maps/dDBaoimui1rNnTks6). Copyright 2023 by Google Maps.

Figure 3 shows the geographical location of the region where the

educational project is being carried out. The province of Guayas is located in the

country's coastal area, with 25 cantons, and a total population of 4.3 million people,
41
making it the first most populated province in Ecuador, with Spanish as its official

language. In this province, it is possible to find one of the most populated and large

cities of Ecuador, which is Guayaquil.

Figure 4

Guayaquil City

Note: Geographical image of Guayaquil City, Guayas, Ecuador. Retrieved from

(https://goo.gl/maps/9GdfLo58x6FYqkUY6). Copyright by Google Maps.

Figure 4 shows the geographic location of the city where this educational

project is being carried out. The Guayaquil canton has 2.7 million residents and is

situated on the shores of the South Pacific Ocean in Ecuador's coastal area. This

canton has been divided into sixteen parishes and is the Republic's major

commercial center. Finally, the Guayaquil canton concentrates one of the most
42
significant majorities of students at the national level; besides being part of zone 8

together with the cantons of Samborondón and Durán.

Figure 5

Escuela Heroes de Tarqui

Note: Image of the educational institution where the educational project is developed.

Figure 5 shows Escuela de Educación Básica Completa Fiscal "Héroes de

Tarqui".

2.4 Legal Framework

The present project is based on the Constitution of the Republic of Ecuador

(2008) which reads:

Article 26. Education is a right of individuals throughout their lives and an

inescapable and inexcusable duty of the State. It is a priority area of public policy

and State investment, a guarantee of equality and social inclusion and a prerequisite

43
for a good life. Individuals, families and society have the right and responsibility to

participate in the educational process (p. 17).

Article 27. Education will be centered on human beings and will guarantee

their holistic development, within the framework of respect for human rights, the

sustainable environment and democracy; it will be participatory, compulsory,

intercultural, democratic, inclusive and diverse, of quality and warmth; it will

promote gender equity, justice, solidarity and peace; it will stimulate a critical

sense, art and physical culture, individual and community initiative, and the

development of competencies and abilities to create and work (p. 17).

Article 28. Education will be in the public interest, not in the interests of

individuals and corporations. Universal access, permanence, mobility and

graduation shall be guaranteed without discrimination and compulsory education at

the initial, basic and baccalaureate levels or their equivalent. It is the right of every

person and community to interact among cultures and to participate in a learning

society. The State shall promote intercultural dialogue in its many dimensions (p.

17).

Article 343. The purpose of the national education system shall be the

development of individual and collective capacities and potentialities of the

population that enable learning and the generation and use of knowledge,

techniques, knowledge, arts and culture. The system will focus on the learning

subject, and will operate in a flexible and dynamic, inclusive, effective and efficient

manner. The national education system shall integrate an intercultural vision

44
consistent with the geographical, cultural and linguistic diversity of the country and

respect for the rights of communities, peoples and nationalities (p. 168).

In addition, the Organic Law on Intercultural Education (2011) reads:

Article 2. Principles. - The educational activity is developed according to

the following general principles, which are the philosophical, conceptual, and

constitutional foundations that support, define, and govern decisions and activities

in the educational field:

bb. Multilingualism. - Recognition of the right of all persons, communes,

communities, peoples, and nationalities to be trained in their own language and in

the official languages of intercultural relations, as well as in others relating to the

international community (p. 4).

ff. Compulsory education. - Compulsory education is drawn up from the

initial level of education to the level of the baccalaureate or its equivalent (p. 5).

Article 4. Right to be educated. - Education is a fundamental human right

guaranteed in the Constitution of the Republic and a necessary condition for the

realization of other human rights. All the inhabitants of Ecuador have the right to

quality, secular, free, and free education at the initial, basic, and baccalaureate

levels, as well as lifelong education, both formal and non-formal. The national

educational system will deepen and provide for the full exercise of constitutional

rights and guarantees (p. 7).

45
 Article 5. Education as an obligation of the State. - The State has the

inescapable and inexcusable obligation to guarantee the right to education to the

inhabitants of the Ecuadorian territory and their universal access throughout life,

for which it will generate the conditions that guarantee equal opportunities to

access, remain, mobilize and graduate from educational services. The State

exercises control over the education system through the National Education

Authority in accordance with the Constitution and the law (p. 8).

Article 6. Obligations. - The main obligation of the State is the full,

permanent and progressive fulfilment of the constitutional rights and guarantees in

educational matters, and of the principles and purposes established in this Law.

d. Ensure the universalization of education at the initial, basic and

baccalaureate levels, and provide the necessary physical infrastructure and

equipment to public educational institutions (p. 8).

m. Promote scientific and technological research and innovation, artistic

creation, the practice of sport, the protection and conservation of cultural, natural

and environmental heritage, and cultural and linguistic diversity (p. 9).

Article 7. Rights. - Students have the following rights:

b. To receive comprehensive and scientific training that contributes to the

full development of their personality, capacities, and potential, respecting their

rights, and fundamental freedoms and promoting gender equality, non-

discrimination, and the appreciation of diversity, participation, autonomy, and

cooperation (p. 10).

46
 Article 42. Basic general education level. - Basic general education

develops. skills, abilities, skills and competencies of children and adolescents from

the. five years of age and older, to participate critically, responsibly and in solidarity

in life. education. Basic general education is composed. for ten years of compulsory

care, which are reinforced, extended and deepened. skills and competences acquired

at the previous stage, and basic disciplines are introduced. guaranteeing their

cultural and linguistic diversity (p. 31).

2.5 Table of Operationalization of Variables

VARIABLES DEFINITION DIMENSION INDICATOR

Independent Audiovisual Audiovisual media Frequency Number of teaching hours per
Variable Media are the devices, week devoted to the
materials or implementation of audiovisual
resources that relate media.
Devices Technological resources for the
to the senses of
use of audiovisual (e.g.,
seeing and hearing television, video player,
to communicate computers, online platforms,
information to a etc.).
receiver. Types of Available materials for
audiovisual transmitting information (e.g.,
media videos, comics, films, podcasts,
TV shows, etc.).
Accessibility Immediate access to audiovisual
media with specific
characteristics (e.g., digital
access, physical devices, volume
and sound quality, availability of
subtitles).
Dependent Listening Skill It is the capacity to Comprehension The capacity to understand the
Variable hear and understand main ideas on a message of the
correctly during the spoken language.
process of Vocabulary Correct use and meaning
identification of the words
communication
learned during the activities
Types of Selection of the best type to
listening achieve the main goal of the task
Development Improvement in productivity
during tasks and avoiding
misunderstandings.

47
 CHAPTER III

METHODOLOGY

3.1 Research Approaches

Research projects can be explained and examined in different ways

depending on the type of measurement obtained from their results. These results

can project a numerical or descriptive style according to the approach that the

researcher will use in his work. However, there is a type of approach that meets the

characteristics of the previous styles allowing it to be a mixture of them. Among

the most relevant research methods are the following.

3.1.1 Quantitative Approach

Taherdoost (2022) stated that the quantitative approach is a type of research

method whose main characteristic is to collect and analyze numerical values

derived from the observations obtained from the results of a study. This approach

allows researchers to gain an accurate dimension of variables due to the practice of

statistics and mathematical procedures for the examination of the data. Finally, the

main techniques for collecting data in this approach are surveys, experiments, and

questionnaires.

3.1.2 Qualitative Approach

Bhawna & Gobind (2015) claimed that the qualitative approach is an

integral method focused on the field of discovery because the researcher has the

power to place himself within the social phenomenon allowing him to gain an

understanding and interpretation of the findings he notices. This research is

48
expressed in nonnumerical data for the analysis of results, which means that

findings are written in words as categories, phrases, descriptions, etc. Finally, the

representative instruments are interviews, observation sheets, and case studies.

3.1.3 Mixed Approach

Creswell (2014) stated that the mixed approach is a combinative method

involving the strengths of quantitative and qualitative methodologies to signify the

results gained from the study through statistical tendencies (closed-ended data) and

personal experiences (open-ended data); contributing to a complete understanding

of the research problem being worked on.

Considering the features of the approaches mentioned above, the present

project is focused on the mixed-methodological approach given that various

techniques from both approaches (quantitative and qualitative) will be used for data

collection. This approach will make it possible to project a better understanding of

the data obtained from the instruments that will be applied in this project; in such a

way that will allow determining the real aspects of the problem posed and lead to a

viable proposal to provide solutions to the problems that the Tenth Year of Basic

General Education students at the Escuela Fiscal Héroes de Tarqui present.

3.2 Types of Research

This project emphasized a field, correlational, statistics, descriptive and

bibliographic types of research to analyze all data collection in different points of

view. Every single perspective of these types of research helps to get an overall

understanding.

49
3.2.1 Field Research

Edmondson & McManus (2007) defined field research as a rigorous inquiry

method based on the systematic collection of firsthand information, including both

qualitative and quantitative data, inside realistic and true environments.

This study has applied field research since the investigators have

extensively engaged with the study's setting by conducting an analysis of the

research environment, considering some activities. Additionally, investigators have

expertly incorporated insights obtained from a lengthy conversation with the

teacher in charge. The researchers have successfully obtained personal knowledge

of the highest importance, ready for examination. Therefore, these findings

contribute to a thorough understanding of the connected components of this project.

3.2.2 Bibliographical Research

Bibliographic research emerges as an essential and crucial method for

helping to promote a wide range of resources material, according to Allen (2017),

this research is a type of study that requires the retrieval of information from

documents that have been published. These resources may comprise conventional

resources such as printed materials like newspapers, journals, and reports.

However, they can also include digital media such as recordings of audio and video,

blogs, as well as websites and databases with bibliographies.

For this study an exhaustive and detailed examination of different

bibliographic sources was undertaken with the purpose of collecting essential and

useful material that is going to serve as the foundation for developing the study's

50
instruments as well as to confirm that all material has been gathered from reliable

sources to establish the basis of results, decisions, and views.

3.2.3 Descriptive Research

According to Atmowardoyo (2018), descriptive research is a well-known

research method that is used to achieve a clear description of current events by

collecting relevant data using research instruments such as tests, questionnaires,

interviews, and observations. The main goal of descriptive research is to express

and interpret the events under examination in a systematic manner.

This project used a descriptive type of research since the researchers

monitored the real environment, students, teachers and structures to be described.

In addition, researchers used data-gathering methods to complete and accurate

findings of the observation by analyzing its features, patterns, and connections in

order to create a well-structured proposal to cause an impact on the dependent

variable of this study.

3.2.4 Statistical Research

All statistics are important during leading an investigation to display the

obtained information through different graphs to facilitate understanding.

According to Jalajakshi & Myna (2022), statistics involve the systematic extraction

of data from gathered information and conducting subsequent analysis to derive

results or draw inferences from the original database.

In this project, bar graphs are used to graphically display the data obtained

from a survey given to the student population. Before creating these visual

51
representations, careful data quantification is done, and then the results are properly

described and analyzed in short textual descriptions that include all the essential

details.

3.2.5 Correlational Research

This research tries to prove the relationship between two variables or

aspects, Creswell (2002, as mentioned in Williams, 2007), defined correlation

research is a statistical analysis method employed to ascertain the existence of

relationships or patterns between two variables.

The research has provided a methodological framework that allows for the

assessment of the amount and direction of connections between these variables,

which is crucial in discovering and interpreting patterns in the collected data.

3.3 Population

A population is a group of human beings that share similar features based

on a specific condition, taking into consideration the detailed range of the people

involved. (Hulley et al., 2013, as cited in Thacker, 2020). According to the

aforementioned definition, this project will analyze a total population of 41

individuals divided into 1 English teacher and 40 students of the Tenth Year of

Basic General Education of the Escuela Fiscal Héroes de Tarqui.

3.4 Sample

Bhardwaj (2019) claimed that the sample is a smaller group of individuals

selected from the total population of a study to carry out test procedures to analyze

a problem for research purposes. Considering the abovementioned definition, this

52
study will select the complete population and consider it as a single sample group

for the application of the data collection instruments. For that reason, no sampling

test or probabilistic formula will be essential to apply because the population

considered for this project is small and known to the researchers.

Consequently, the population and sample considered for this study are

detailed as follows:

Table 6

Population and Sample

Details Population Sample Percentage

Students 40 40 100%
Teacher 1 1 100%
Total 41 41 100%
Note: Descriptive table on the number considered for the population and sample. Source:
Tenth Year of Basic General Education from Escuela Fiscal Héroes de Tarqui (2023).
3.5 Data Collection Methods and Techniques

According to Taherdoost (2021), data collection are the different methods

used to collect information found from research instruments based on the precise

variables of a study allowing its practice in the analysis phase to reach at the results

projected by that study. These methods also help to gain effective answers on the

planned questions for research and even testing the hypotheses presented by the

researcher.

53
3.5.1 Data Collection Methods

The data collection methods are divided into five categories: primary data

collection methods, secondary data collection methods, inductive-deductive

method, analytical-synthesis method and systematic-structural method. The

features of those methods are detailed below.

3.5.1.1 Primary Data Collection Method. Primary data collection methods

are the procedures that the same researcher produces to collect both qualitative and

quantitative data that his study needs in such a way that nobody else can have access

to them until they are published. The most usual types are focus groups, surveys,

case studies, questionnaires, interviews, and experimental methods.

3.5.1.2 Secondary Data Collection Method. On the other hand, the

secondary data collection methods are those already obtained from other previously

published sources. The most common types are books, journals, magazines,

governments records, e-journals, published printed sources, published electronic

sources, websites, and census data.

3.5.1.3 Inductive-deductive Method. The inductive-deductive approach

was required to make possible this investigation, and its relevance lay in analyzing

critical components while researching many facets of the subject under

investigation. This strategy proved very useful for developing a didactic guide

focusing on listening activities that make use of audiovisual media. The goal was

to increase vocabulary and encourage the development of listening skills.

54
 3.5.1.4 Analytical-synthesis Method. The analytical-synthesis method was

used to understand the nature of the two variables and establish their relationship,

leading to a thorough analysis of listening skills and audiovisual media, which were

crucial elements of the current study.

3.1.5.5 Systematic-structural Method. The systematic-structural method

was used to evaluate and understand the two variables. The materials were

efficiently scheduled by using systematization and structuring steps, and a

connection between the variables was discovered. As a result, a didactic guide was

created that featured listening activities and the use of audiovisual media.

The present study has qualitative and quantitative primary data collection

methods as the main procedure for obtaining and collecting information due to the

fact the techniques were created and applied by the researchers within the

institution. A student survey, an interview with the teacher, and an observation sheet

were used to gather data.

3.5.2 Data Collection Techniques

3.5.2.1 Survey. A survey is a very convenient and valid technique for

research because its modest structure allows the researcher to gain more realistic

findings about the work being done (Ponto, 2015). Additionally, this technique also

enables the fulfillment of results at a significantly accelerated pace compared to

different techniques employed in research.

3.5.2.2 Interview. Fox (2009) stated that an interview is one of the most

significant data collection techniques to acquire more detailed information from

55
individuals since the dynamics of it allows the interaction of the interviewer and

interviewee to concentrate on prevailing a line of sincerity and veracity necessary

to achieve responsible interpretations with the study.

3.5.2.3 Observation. According to Canals (2017), observations, within the

field of research in education, are one of the most suggested techniques to carry out

since it allows the researcher to have extensive familiarity and visualization of the

reality of the problematic under study. Likewise, it is essential for the investigator

to have an observation guide at his disposal in order to clearly show the key points

that the author desires to identify.

3.6 Research Instruments

In order to ascertain authentic and primary information, three research

instruments were utilized, a student survey, an interview with the supervising

teacher, and lastly, a classroom observation checklist.

3.6.1 Survey Questionnaire

A student evaluation was conducted through a survey consisting of nine

closed-ended statements, employing a Likert scale with five response options and

one statement employing multiple options. The survey was administered to a cohort

of 40 tenth-year students in superior education. The collected responses were

subsequently tabulated and visually presented using bar graphs. Each statement

required students to select one of the five available options, reflecting their

individual perspectives and perceptions of their learning environment and real-life

circumstances.

56
 The statements primarily addressed the students' motivation levels within

the learning environment, the utilization of audiovisual media in alignment with

subject matter and topics, the effectiveness of teaching methods employed by the

instructor, and the availability of necessary materials for comprehension and

progress. Furthermore, the survey also gauged the students' preferences regarding

the implementation of additional audiovisual resources to optimize their learning

experience and enhance their auditory abilities.

Initially formulated in English, the survey was subsequently translated and

administered in Spanish, considering it to be the students' first language. This

approach aimed to foster a sense of comfort and familiarity among the students,

thereby minimizing the potential for confusion or misinterpretation.

3.6.2 Interview Guide

A structed interview with six open-ended questions was conducted to the

teacher in charge of the class. These questions were primarily intended to address

any difficulties encountered, investigate the various activities used in the classroom,

and delve into the use of audiovisual materials especially in the context of

promoting the improvement of listening skills. Although the interview questions

were initially written in English, they were carefully translated and executed in

Spanish to ensure that both, the questions and the following answers were as easily

understandable as possible. The goal of this language modification was to guarantee

that the interviewers and the interviewee could communicate clearly and efficiently,

resulting in a more insightful and profitable exchange of information.

57
3.6.3 Classroom Observation Checklist

Researchers created a precisely set classroom observation checklist in order

to acquire a thorough knowledge of the dynamics in the class. The three main

sections of the checklist were: students, teachers, and settings. Researchers were

required to answer "yes" or "no" for each category based on their findings, with the

option to add additional notes and observations. The checklist was designed to

evaluate the teacher's control over listening assignments and her skill in using

audiovisual media. In order to determine if the institution has the tools required to

promote the development of listening skills and other educational needs, three

prompts relating to institutional resources and equipment were also added.

3.7 Analysis and Interpretation of Results

The following data have been gained through the successful application of

the instruments developed by the authors of this educational project. The data

collected reflect the reality of the Tenth Year of Basic General Education of the

Escuela Fiscal Héroes de Tarqui about learning English as a foreign language, as

well as the perspective of the English teacher in charge of teaching the language.

3.7.1 Analysis of the Classroom Observation Checklist Results

Through the observation sheet applied to define the principal aspects that

the students, the teacher and the institution present in the teaching-learning process

of the English language, the researchers were able to reach at an accurate analysis

of the problematic that occurs within the educational environment to scope the

proper level of the language.

58
 In the first section based on the students' learning environment, it was

possible to evidence that their motivation to improve listening skills varied

constantly depending on the type of activity the teacher developed, causing poor

participation in class most of the time. In addition, their insufficient vocabulary

made it even more difficult for them to understand the activities or any message

expressed by the teacher, causing a sense of helplessness on the part of several

students. However, when students were able to understand what an activity was

about by using their prediction or inference strategies, they showed an improvement

in their desire to participate more actively in class.

On the other hand, the English teacher did not develop a good presentation

of classes because the beginning of the session lacked an explanation of its

objective, as well as a more explicit explanation of the activities. Moreover, she

found it difficult to motivate her students and communicate instructions to the

whole class, as well as to capture the interest of her pupils due to the lack of

attractive resources. However, the dynamics of her class had high moments; one of

the successes that could be evidenced was the use of strategies to activate the

knowledge of her students, as well as a comprehensive pedagogical guidance and

support to help learners improve the skill she was enhancing; besides to using other

language skills, such as writing, speaking or reading to support her messages to the

class.

Finally, the educational institution does not support enough the

development of a good language learning environment due to its lack of resources

59
and useful devices to apply in classes such as a computer lab or English lab for

better language teaching alien; as well as computers. However, the educational

institution has a free internet connection for both teachers and students provided by

the city authority and an audio device (a speaker) that is used by all faculty

members, and a projector.

3.7.2 Analysis of Student Survey Results

The purpose of the survey is to assess the level of student motivation within

their educational setting, gauge their interest in acquiring knowledge in a new

subject, and examine their perceptions regarding the use of audiovisual media in

the learning process of a foreign language. The survey questions used by the

researchers were as follows:

Survey Statement 1: Do you feel comfortable with the current level of

English that you have?

Table 7

English level

SCALE FREQUENCY PERCENTAGE

Strongly Disagree 4 10%
Disagree 7 18%
Neither agree or disagree 19 48%
Agree 10 24%
Strongly Agree 0 0%
TOTAL 40 100%
Note: Statistical data on the first survey statement. Source: Tenth Year of Basic General
Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny Joel,
Peñaherrera Terán Nelly Dayanne (2023).

60
 Figure 6

English level

100%
90%
80%
70%
60% 48%
50%
40%
24%
30% 18%
20% 10%
10% 0%
0%
Strongly Disagree Neither agree Agree Strongly Agree
Disagree or disagree
Strongly Disagree Disagree Neither agree or disagree Agree Strongly Agree
Note: Bar graph on the results of the first survey statement. Source: Tenth Year of Basic
General Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny
Joel, Peñaherrera Terán Nelly Dayanne (2023).
According to Figure 6, it is evident that the students have a neutral stance

regarding their English proficiency level. However, it is also notable that a

significant number of students agree with their current level of English. This

suggests that they perceive their English proficiency to be satisfactory and meeting

their own standards. Finally, less than a third of them showed a negative attitude

about the proposed statement. This position suggests that the level of English they

possess has been insufficient to their desires to communicate in the foreign

language.

Survey Statement 2: Are you encouraged to participate in class and use

the new knowledge?

61
 Table 8

Class participation

SCALE FREQUENCY PERCENTAGE

Strongly Disagree 3 7%
Disagree 0 0%
Neither agree or disagree 15 38%
Agree 15 38%
Strongly Agree 7 17%
TOTAL 40 100%
Note: Statistical data on the second survey statement. Source: Tenth Year of Basic General
Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny Joel,
Peñaherrera Terán Nelly Dayanne (2023).
Figure 7

Class participation

100%
90%
80%
70%
60%
50% 38% 38%
40%
30%
17%
20%
7%
10% 0%
0%
Strongly Disagree Neither agree Agree Strongly Agree
Disagree or disagree
Strongly Disagree Disagree Neither agree or disagree Agree Strongly Agree
Note: Bar graph on the results of the second survey statement. Source: Tenth Year of Basic
General Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny
Joel, Peñaherrera Terán Nelly Dayanne (2023).

62
 Figure 7 illustrates students' perspectives regarding being encouraged to

participate in class. According to the study, 38% of students are indifferent,

meaning that they have no strong choice about their participation in applying new

information. In other words, they are equally at ease whether they are encouraged

to participate or not. On the other hand, 38% of students feel that they are

encouraged to engage in class. They show a good proclivity for actively

participating in numerous activities and using the knowledge gained during the

learning process. Finally, the 7% who express an absolute negative position to carry

out an active participation during the classes, show that their interest in improving

is very poor.

Survey Statement 3: Do you agree that the teacher uses new materials

based on current audiovisual trends such as series, films, videos, etc. to

improve your vocabulary and listening skills?

Table 9

New materials

SCALE FREQUENCY PERCENTAGE

Strongly Disagree 3 8%
Disagree 0 0%
Neither agree or disagree 6 15%
Agree 17 42%
Strongly Agree 14 35%
TOTAL 40 100%
Note: Statistical data on the third survey statement. Source: Tenth Year of Basic General
Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny Joel,
Peñaherrera Terán Nelly Dayanne (2023).

63
Figure 8

New materials

100%
90%
80%
70%
60%
50% 42%
35%
40%
30%
15%
20% 8%
10% 0%
0%
Strongly Disagree Neither agree Agree Strongly
Disagree or disagree Agree
Strongly Disagree Disagree Neither agree or disagree Agree Strongly Agree

Note: Bar graph on the results of the third survey statement. Source: Tenth Year of Basic
General Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny
Joel, Peñaherrera Terán Nelly Dayanne (2023).
Based on Figure 8, a small minority of 8% expressed a strong disagreement

with the utilization of audiovisual materials by the teacher. This indicates that, in

their perspective, the class lacks the implementation of diverse forms of audiovisual

media such as videos, films, etc., which could aid in enhancing vocabulary and

developing listening skills. However, the majority of students agreed that

audiovisual media are indeed employed to reinforce and broaden their

understanding and develop their listening skills.

64
 Survey Statement 4: Do you think the teacher does different activities

before and after practicing listening comprehension to obtain better

vocabulary?

Table 10

Activities

SCALE FREQUENCY PERCENTAGE

Strongly Disagree 2 5%
Disagree 4 10%
Neither agree or disagree 10 25%
Agree 6 15%
Strongly Agree 18 45%
TOTAL 40 100%
Note: Statistical data on the fourth survey statement. Source: Tenth Year of Basic General
Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny Joel,
Peñaherrera Terán Nelly Dayanne (2023).
Figure 9

Activities

100%

80%

60% 45%
40% 25%
10% 15%
20% 5%
0%
Strongly Disagree Neither agree Agree Strongly
Disagree or disagree Agree
Strongly Disagree Disagree Neither agree or disagree Agree Strongly Agree

Note: Bar graph on the results of the fourth survey statement. Source: Tenth Year of Basic
General Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny
Joel, Peñaherrera Terán Nelly Dayanne (2023).
65
 According to Figure 9, a significant majority of students strongly agree that

the teacher engages in various activities both, before and after conducting listening

comprehension exercises. This approach is believed to contribute to the students'

improved development and acquisition of new and better vocabulary in a foreign

language. However, there is a considerable response of 25% who consider that the

teacher does not; which this can refer to that those students are not clear at what

moment these activities are developed. Finally, a smaller percentage around 15%

considers that in English classes these activities are not carried out.

Survey Statement 5: Do you think your understanding of activities

reaches a high level when the teacher uses audiovisual resources to improve

your vocabulary?

Table 11

Understanding of activities

SCALE FREQUENCY PERCENTAGE

Strongly Disagree 0 0%
Disagree 6 15%
Neither agree or disagree 14 35%
Agree 9 22%
Strongly Agree 11 28%
TOTAL 40 100%
Note: Statistical data on the fifth survey statement. Source: Tenth Year of Basic General
Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny Joel,
Peñaherrera Terán Nelly Dayanne (2023).

66
Figure 10

Understanding of activities

100%

80%

60%
35%
40% 28%
22%
15%
20%
0%
0%
Strongly Disagree Neither agree Agree Strongly
Disagree or disagree Agree

Strongly Disagree Disagree Neither agree or disagree Agree Strongly Agree

Note: Bar graph on the results of the fifth survey statement. Source: Tenth Year of Basic
General Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny
Joel, Peñaherrera Terán Nelly Dayanne (2023).

Figure 10 presents a finding that 35% expresses a totally neutral position on

the proposed statement. This suggests that these students are not sure if the use of

audiovisual media can help in their understanding of the activities that the teacher

comes to perform in class. However, 28% of the students believe that when

audiovisual media are used, it is when their understanding of how to carry out the

activities reaches a higher level. This usage is believed to enhance their vocabulary

development and facilitate their understanding of activity instructions and

objectives. Importantly, it is worth highlighting that none of the students strongly

expressed disagreement with the incorporation of audiovisual material to support

their comprehension.

67
 Survey Statement 6: Do you agree that the teacher should use

audiovisual media such as videos, movies, etc. more often in his classes to

expand your vocabulary?

Table 12

Frequency of use of audiovisual media in the classroom

SCALE FREQUENCY PERCENTAGE

Strongly Disagree 4 10%
Disagree 0 0%
Neither agree or disagree 6 15%
Agree 10 25%
Strongly Agree 20 50%
TOTAL 40 100%
Note: Statistical data on the sixth survey statement. Source: Tenth Year of Basic General
Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny Joel,
Peñaherrera Terán Nelly Dayanne (2023).

Figure 11

Frequency of use of audiovisual media in the classroom

100%
90%
80%
70%
60% 50%
50%
40%
25%
30%
15%
20% 10%
10% 0%
0%
Strongly Disagree Neither agree Agree Strongly
Disagree or disagree Agree

Strongly Disagree Disagree Neither agree or disagree Agree Strongly Agree

Note: Bar graph on the results of the sixth survey statement. Source: Tenth Year of Basic
General Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny
Joel, Peñaherrera Terán Nelly Dayanne (2023).

68
 Figure 11 displays students' perspectives regarding the teacher's use of

audiovisual material, such as videos, films, and other comparable resources, to

improve vocabulary acquisition in a foreign language. Notably, half of the students

highly support using such tools for this reason, acknowledging their importance in

vocabulary development. This suggests that there is a majority within the classroom

in favor of the teacher working much more with audiovisual media, which ends up

understanding that students are willing to expose themselves to new methods and/or

strategies for their learning. However, it is worth noting that a tiny minority of four

students, or 10% of the total, are strongly opposed to the usage of these audiovisual

materials. These students may express a disinterest in being exposed to new

learning methods.

Survey Statement 7: Do you agree that using audiovisual media in class

can improve your listening comprehension level?

Table 13

Use of audiovisual media to improve the listening comprehension

SCALE FREQUENCY PERCENTAGE

Strongly Disagree 2 5%
Disagree 0 0%
Neither agree or disagree 4 10%
Agree 22 55%
Strongly Agree 12 30%
TOTAL 40 100%
Note: Statistical data on the seventh survey statement. Source: Tenth Year of Basic General
Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny Joel,
Peñaherrera Terán Nelly Dayanne (2023).

69
Figure 12

Use of audiovisual media to improve the listening comprehension

100%
90%
80%
70%
55%
60%
50%
40% 30%
30%
20% 10%
5%
10% 0%
0%
Strongly Disagree Neither agree Agree Strongly
Disagree or disagree Agree

Strongly Disagree Disagree Neither agree or disagree Agree Strongly Agree

Note: Bar graph on the results of the seventh survey statement. Source: Tenth Year of Basic
General Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny
Joel, Peñaherrera Terán Nelly Dayanne (2023).

Figure 12 demonstrates that a considerable majority of 55% of students feel

that the teacher's use of audiovisual material, such as videos, movies, and films,

benefits considerably to their development of listening skills and understanding of

the foreign language. This study implies that these resources are important in

improving their listening skills and potentially extending their vocabulary.

Furthermore, 30% of students strongly believe in the benefit of employing these

tools and resources, for a total of 85% are in favor of including audiovisual content

in their lessons to stimulate the development of listening skills.

70
 Survey Statement 8: Do you agree with how new content should be

introduced using audiovisual media?

Table 14

Introduction of new contents

SCALE FREQUENCY PERCENTAGE

Strongly Disagree 2 4%
Disagree 4 10%
Neither agree or disagree 8 20%
Agree 15 38%
Strongly Agree 11 28%
TOTAL 40 100%
Note: Statistical data on the eighth survey statement. Source: Tenth Year of Basic General
Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny Joel,
Peñaherrera Terán Nelly Dayanne (2023).
Figure 13

Introduction of new contents

100%
90%
80%
70%
60%
50% 38%
40% 28%
30% 20%
20% 10%
4%
10%
0%
Strongly Disagree Neither agree Agree Strongly
Disagree or disagree Agree

Strongly Disagree Disagree Neither agree or disagree Agree Strongly Agree

Note: Bar graph on the results of the eighth survey statement. Source: Tenth Year of Basic
General Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny
Joel, Peñaherrera Terán Nelly Dayanne (2023).
71
 Figure 13 highlights that there is broad agreement among the students on

using audiovisual means to introduce and teach new subjects. The research shows

that a sizable majority of students had favorable opinions of this strategy. They

think that audiovisual materials would help them pay attention more efficiently,

which will help them learn and understand the material effectively. It is also

important to note that 20% of the students are still uncertain about the usage of these

tools for learning new subjects. Finally, the finding also showed that 14% do not

believe it is appropriate for new topics to be explained using audiovisual media,

which can be deduced that they prefer to continue using a more traditional method

to learn English.

Survey Statement 9: Do you think your accessibility to audiovisual

media inside and outside the classroom is enough to improve your vocabulary?

Table 15

Accessibility to audiovisual resources

SCALE FREQUENCY PERCENTAGE

Strongly Disagree 2 5%
Disagree 6 15%
Neither agree or disagree 14 35%
Agree 4 10%
Strongly Agree 14 35%
TOTAL 40 100%
Note: Statistical data on the nineth survey statement. Source: Tenth Year of Basic General
Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny Joel,
Peñaherrera Terán Nelly Dayanne (2023).

72
Figure 14

Accessibility to audiovisual resources

100%
90%
80%
70%
60%
50% 35% 35%
40%
30% 15%
20% 10%
5%
10%
0%
Strongly Disagree Neither agree Agree Strongly
Disagree or disagree Agree

Strongly Disagree Disagree Neither agree or disagree Agree Strongly Agree

Note: Bar graph on the results of the nineth survey statement. Source: Tenth Year of Basic
General Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny
Joel, Peñaherrera Terán Nelly Dayanne (2023).

According to Figure 14, an equal amount of 35% is presented for two

groups, the ones who strongly agree and the ones who are neutral about the

accessibility to audiovisual media both within and outside the educational

institution. One group feels that the current degree of accessibility is sufficient for

expanding their vocabulary and the other group is not in favor or against. However,

a small percentage of students stated full disagreement, suggesting a lack of

appropriate level of accessibility required to obtain their learning objectives. They

believe that existing audiovisual resource availability falls short of their

expectations and impedes their advancement.

73
 Survey Statement 10: From the following alternatives, select which one

you think is the reason why you do not have a good level of English.

Table 16

Reasons for low English level

SCALE FREQUENCY PERCENTAGE

Lack of attractive resources 5 13%
Lack of motivation to learn 18 44%
Limited class dynamics 4 10%
Unattractive class content 5 13%
Other 8 20%
TOTAL 40 100%
Note: Statistical data on the tenth survey statement. Source: Tenth Year of Basic General
Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny Joel,
Peñaherrera Terán Nelly Dayanne (2023).
Figure 15

Reasons for low English level

100%
90%
80%
70%
60%
44%
50%
40%
30% 20%
13% 10% 13%
20%
10%
0%
Lack of Lack of Limited class Unattractive Other
attractive motivation to dynamics class content
resources learn

Lack of attractive resources Lack of motivation to learn Limited class dynamics

Unattractive class content Other
Note: Bar graph on the results of the tenth survey statement. Source: Tenth Year of Basic
General Education of the Escuela Fiscal Héroes de Tarqui. Authors: Campos Rugel Johnny
Joel, Peñaherrera Terán Nelly Dayanne (2023).
74
 According to figure 15, the results of a multiple-choice statement about the

reason of students' poor English proficiency levels, shows that the majority of

students stated that the biggest reason leading to their low skills is a lack motivation

to learn a foreign language. Additionally, students were given the opportunity of

specifying any other reasons not stated that correlated with their own experiences

or beliefs. Notably, an important proportion of students (20%) cited that they do not

like the English language as their second-highest answer.

3.7.3 Analysis of Interview to the English Teacher Results

The purpose of the interview is to know the teacher's perception and

knowledge about the use of audiovisual media to improve students' auditory

comprehension deficiency and how the educator deals with these issues. The

interview questions used by the researchers were as follows:

Interview Statement 1: What strategies do you use to help students

improve their listening comprehension and overall listening proficiency?

The English teacher expressed that the educational institution does not have

sufficient resources for the English area; for that reason, she only makes use of the

resources that she has at her disposal, which are a speaker and a projector. Those

tools help her to work on the topics, making them identify the main idea of the

listening activities and recognize words.

Interview Statement 2: What kind of resources or materials do you use

in your classes to teach the language and enhance your students' listening

skills? How and why do you select them?

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 The teacher focuses her work on the use worksheets that she herself

provides to the students. Besides, a speaker is used for audio production and a

projector for the reproduction of videos or films. Finally, the English teacher

expressed that she selects these materials because they are the main ones provided

by the institution and these are the ones that help a little to motivate her students.

Interview Statement 3: Do you consider the wishes or interests of your

students when selecting teaching resources as a motivation point for language

learning?

According to the English teacher, the resources to be used and activities to

be carried out are chosen, based on interest of the students and adapting these

resources and activities to enhance motivation, for this reason, sketches, songs,

videos, audios and various dynamic activities are implemented to develop different

skills.

Interview Statement 4: Do you use audiovisual media to develop

students´ listening comprehension? If you, which one do you use?

The instructor expressed those audios, videos, films, comics are used, since

they are considered the most attractive to obtain the attention of the students,

achieving listening comprehension and more participation in the class and

activities.

Interview Statement 5: In your opinion, what do you think are the

reasons why students have a poor level of English and a limited vocabulary to

express themselves in the language?

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 According to teachers, students feel limited by the lack of resources within

the institution and the lack of initiative of the same teacher to see the scarcity of

materials with which to work. This results in students not being interested in

learning a foreign language and producing a lack of motivation to learn.

Interview Statement 6: How do you provide students with feedback and

support depending on their performance and development in audiovisual

listening tasks?

Although students receive individual feedback, the feedback they receive is

of a general nature and does not specifically address their Listening skills or the

task at hand. Despite the teacher's attempts to enhance the students' listening

comprehension, specific feedback in this regard is not given due consideration.

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 CHAPTER IV

PROPOSAL

4.1 Topic of the Proposal

Design a didactic guide of audiovisual activities for the improvement of

listening skill through vocabulary.

4.2 Background

After analyzing the information obtained by the instruments applied in this

research work, it is remarkable to point out that the students of the Tenth Year of

General Basic Education of the Escuela Fiscal Héroes de Tarqui have significant

complications in their listening skills, in such a way that it is difficult for them to

understand the English language in an accurate way. In this context, it was possible

to identify several problems: low level of intrinsic motivation of the students, poor

vocabulary to understand the language, lack of interest of the teacher to apply new

teaching strategies such as the use of audiovisual media, and limited support of

resources from the institution.

Each of the above-mentioned difficulties express the huge problematic that

the learners of the Tenth Year of General Basic Education must develop a

successful communication and understanding in the English language. The survey

conducted revealed that the students are divided based on how they feel during the

English classes because a part of them are interested in learning the language;

therefore, they feel motivated and willing to participate in the lessons. While

another select group of them do not feel the same way causing the teacher to focus

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on just explaining the topics because she thinks the students are not interested in

the language and not in encouraging active participation of the learners through

meaningful motivation.

Additionally, the limited vocabulary that the students possess supports the

fact that their level of understanding is not the best. Through the interview, the

teacher stated that this occurs since the students do not feel an important interest in

studying the language because the educational institution does not apply them with

the essential resources to be able to build better language learning. In the same way,

through the observation sheet, it was possible to be corroborated that the teacher

also affects the learners do not increase their vocabulary since she does not offer

them proper feedback.

Finally, the lack of interest of the teacher in applying new teaching strategies

such as the use of audiovisual media to improve students' listening skills ends with

completing the problem. In the findings gained from the instruments a contradiction

on this topic can be proved since the teacher expressed that she does use several

audiovisual resources in her lessons. However, the students pointed out that the

application of those during the classes is scarce and they are not even present while

listening activities are developed. After concluding with the analysis, it was

possible to display that the educator uses those resources but her interest in having

them as the leading technological support for the teaching-learning process is

modest because the institution does not provide them, and it does not motivate her

to look for alternatives to have them at her disposal.

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4.3 Justification

Upon conducting a thorough diagnosis involving various instruments and

techniques, such as observation, teacher interviews, and a survey, it became evident

that the inadequate utilization of audiovisual media significantly contributes to the

unsatisfactory progress in the listening comprehension abilities of tenth year of

basic general education at Escuela Fiscal Héroes de Tarqui.

Additionally, it was observed that the predominant resources employed for

instruction are materials provided directly by the teacher, with only a few

originating from the institution. These traditional resources, in certain cases, prove

to be less effective than desired in meeting the listening competence standards

outlined in the curriculum guidelines. Consequently, it is believed that

incorporating audiovisual media, specifically videos, is essential for enhancing this

skill. By introducing this guide and up-to-date resource, the students' development

of listening comprehension can transcend the confines of traditional and

monotonous methods, offering a fresh and engaging approach.

Students are exposed to visual and audio stimuli while following a didactic

guide that incorporates movies, promoting a multimodal learning experience that

improves knowledge and retention. Due to the realism of the films, students are

exposed to a variety of dialects, speech patterns, and cultural settings while learning

real-world language usage. Videos are engaging and motivating because of the

variety of material and situations that are relatable to different interests and skill

levels. Additionally, videos help students understand context through visual signals,

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allowing them to extrapolate meaning from spoken words. This didactic guide

encourages critical thinking, teamwork, communication skills, cultural knowledge,

engagement, and digital fluency while enabling students to successfully enhance

listening comprehension.

4.4 Objectives

4.4.1 General Objective

To motivate the development the listening skills in Tenth Year of Basic

General Education from Escuela Fiscal Héroes de Tarqui through vocabulary using

a didactic guide.

4.4.2 Specific Objectives

• To provide a variety of listening activities that utilize video as a

primary resource, allowing educators to integrate them into their

instructional sessions.

• To stimulate interaction and collaboration among students through

group listening activities that use videos as a starting point to

increase their vocabulary

• To encourage vocabulary acquisition through systematic exposure

to audio and authentic dialogue in selected videos.

• To motivate teachers to use a new strategy by using videos to

develop students' listening skills

• To familiarize students with different accents and improve their

ability to understand and adapt to diverse linguistic variations.

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4.5 Methodology

The proposal is based primarily on the constructivist approach as it

encourages the improvement of listening skills through the active creation of

intrinsic understanding of the students employing strategies such as inference,

prediction, and reflection of the contents by applying new resources such as videos

in attractive and motivational activities for the learning process they are involved

in. Similarly, these activities implicating the use of videos will allow students to

develop better involvement within the foreign language learning spectrum because

their permanent exposure to the lingua franca will help expand their vocabulary,

improve their pronunciation and upgrade their interaction.

Additionally, the proposal also has a cooperative approach within its content

structure because its design promotes work among classmates through the different

group and pair activities that can be found in most of the worksheets. This approach

allows the communication in the foreign language between learners to be active

during a significant class period; in such a way that the strengthening of the listening

skills is exposed in constant practice for the enrichment of the vocabulary.

From the pedagogical aspect there are multiple advantages to using videos

to improve listening skills. Videos provide students with realistic and real-world

language exposure, allowing them to hear native accents and rhythms. This

experience assists students in understanding how the language is utilized in

everyday situations. Furthermore, the combination of both audio and visual

82
elements in videos improves understanding by giving visual context and

communication to help in processing the spoken language.

From the cultural aspect, employing videos to help EFL students improve

their listening skills not only improves their language competence but also increases

cultural awareness, empathy, and adaptation. By incorporating audiovisual media

content into classes, teachers may create a more comprehensive and achieving

language learning experience that extends beyond language acquisition to include

intercultural competency and appreciation.

From the legal aspect this proposal takes into consideration the information

given in the Constitution of the Republic of Ecuador article 26, as well as extra

policies implemented by the Ministry of Education, such as the National

Curriculum Guidelines (2014). Its primary objective is to encourage the complete

development of people's capabilities and individual growth via education, resulting

in an overall improvement in quality of life.

4.6 Description of the Proposal

The following didactic guide of audiovisual activities for the improvement

of listening skills through vocabulary was designed exclusively for English teachers

to contemplate a new entertaining, enjoyable, motivational and stimulating method

to apply during their classes when they are going to focus on improving their

students' listening skills. The activities located in the didactic guide were created

according to the topics that the Ministry of Education of Ecuador furnishes in the

English modules that educators apply for the teaching of the language.

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 The guide is divided into four principal units that are titled according to the

content of each one. These units have a distinct level of difficulty according to the

type of parameters that the Ministry of Education has instructed. Similarly, one of

the core features of each unit is that at the end of each one the teachers will locate

an evaluation addressed to their learners about the content that has been imparted

within the unit. In addition, the guide holds a table of contents that will allow those

interested to be directed on the topics and the activities that the resource covers.

Consequently, each unit holds about three different topics directing on the

vocabulary that is incorporated in the English modules utilized by the students and

the teacher. These topics focus on enhancing and boosting the students' vocabulary

so that they can communicate themselves in the foreign language. Within each

topic, the teacher will find from the objectives of teaching to the general and

specific indications; besides teachers are able to find the links where to obtain

videos for activities and audios for the final evaluations of each unit.

In a similar manner, it is crucial to mention that the activities and their

instructions were planned to take into consideration most of the features found from

the findings of the instruments applied (observation sheet, survey and interview).

These aspects involve the projection that the students and the teacher pointed out

for the teaching-learning process to be the most ideal for the improvement of

listening skills. For this reason, the exposure to audiovisual media, videos to be

more precise, are constantly evidenced in the activities, as well as the necessary

time of development of the activities in each class session and a meaningful

84
explanation of why this new method contributes to the benefit of improving

English.

Finally, the activities available on each topic have an exclusive video to

expand the students' vocabulary. These tasks have distinctive structures according

to the content being tutored. Within the worksheets teachers can find individual

activities, pair work, teamwork, and activities focused on the three stages of

listening (pre-listening, while-listening, and post-listening). Additionally, the

researchers have provided tips for teachers and students to help them develop tasks

more efficiently and be fulfilled without difficulties.

4.7 Feasibility

To elaborate on this project, it was determined that strong interaction

between the researchers and the educational institution was critical in the

development of the research project. Furthermore, the researchers considered the

willingness of teachers and students to cooperate in assessing the research problem.

This evaluation would result in the development of an effective strategy targeted at

developing listening skills through vocabulary using audiovisual media at Escuela

Fiscal Héroes de Tarqui.

The research proposal considers the institution's financial well-being and

aims to avoid generating a significant financial burden. The researchers

acknowledge that the initiative has considerable potential to help the educational

community, and they have limited any financial expenditures associated with the

proposal's design to assure accessibility. Furthermore, the researchers have

85
proposed removing all charges involved with its implementation, allowing anybody

interested in obtaining the information to do so without suffering significant

expenditures. This method emphasizes the concept of open and free access to

learning resources, making it more accessible to a bigger audience.

4.8 PROPOSAL

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 CONCLUSIONS

Based on the information obtained, the following conclusions are:

• According to the analysis and interpretation of the results of the

instruments applied in the work, it is possible to conclude that the

students do not reach the level of English (A2.1) required in the

national educational program. This problem encompasses the

aspects related to the lack of intrinsic motivation of the students to

learn, the poor vocabulary to express themselves and understand in

the language, as well as the lack of promoting new strategies or

methods of the English teacher in their class sessions.

• Based on the field, bibliographic, descriptive, and statistical

research, it was possible to conclude that there are significant

benefits when applying audiovisual media such as videos, within the

teaching-learning process in class sessions for the improvement of

listening skills. These benefits encourage the academic development

of the students, because it generates interest in learning a foreign

language and reduces conflicts that have their origin in the decadent

education system.

• It could be concluded that the lack of feedback focused especially

on the listening skill causes students not to have a good linguistic

development in the auditory area because the teacher does not

recognize the weaknesses and strengths of her learners and does not

make sure to check that they have acquired new vocabulary and
152
 understood the main ideas of what they hear when practicing that

ability.

• Finally, after obtaining the results of various information gathering

tools, a didactic guide was designed that uses multiple videos to

promote the development of listening comprehension. The goal is

for students to improve their ability to find main ideas and relevant

details, by incorporating proper vocabulary for each topic covered.

153
 RECOMMENDATIONS

Based on the results found from this research project, the authors

recommend that:

• Use audiovisual media with an efficient quality for both video and

audio in such a way that students can identify and recognize

perfectly the information being learned.

• Constant application of audiovisual media such as videos to practice

listening skills in class sessions; as well as planning activities

focused on vocabulary expansion through these resources.

• Implement a policy of ongoing academic assessment to determine

the growth of speech skills and new vocabulary focused on the

foreign language.

• Proper use and application of the didactic guide previously designed

to guarantee each objective proposed in the units and activities

found within the elaborated material.

• Finally, it is recommended that technological devices and materials

be used to facilitate the teaching-learning process in order to

achieve better results and much more feasibility when selecting the

activities and materials that are ideal for the development of

listening skills, finding support in technology to ensure greater

interactivity and access to updated educational resources.

Furthermore, the use of technology can increase student motivation

and interest, leading to more significant and satisfying learning.

154
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